mep book 2: lesson plans - cimt · bk2 lesson plan 41 whole class activity written on bb or use...

© CIMT, Plymouth University

MEP Book 2: Lesson Plans

Activity Notes

Bk2

1 Decomposition of 2-digit numbers

a) T says an addition (e.g. '20 + 8', '40 + 6', '85 + 5', '60 + 4'), P saysanswer. If problems, P works it out at class number line.

b) T says a 2-digit number (e.g. 16, 29, 75, 37, 60). P says a 2-partaddition about it (e.g. 16: 10 + 6, 8 + 8, 12 + 4, etc; 37: 30 + 7,35 + 2, 37 + 0, etc.)

5 min

2 Book 2, page 41

Q.1 Who can tell me something about the additions? (4 columns,with 9 additions each. BB: 9 + 9 + 9 + 9 = 4 times 9 = 36).

In each column, 1, 2, 3, . . ., 8, 9 are added to the same 2-digitnumber; all the 2-digit numbers have whole tens + 1 unit.)

Deal with one part at a time. Let's see who can finish themfirst with all correct! (Allow 1 minute per column.) Ps mayuse number lines. Ps sit up with arms folded when finished.

Review orally round the class. Mistakes corrected at classnumber line.

13 min

3 Book 2, page 41

Q.2 Read: Fill in the missing numbers.

a) What do you notice about the additions in the first row?(4 is added each time. Numbers to which 4 is added have 5as units digit.)

T asks 3 Ps to come out to BB to complete the additions.Class agrees/disagrees. What do you notice about theanswers? (All have 9 as units digit, tens digit does not change)

Who can think of another addition which is similar?

Let's see if you can do part b) and c) without any help!

Review at BB with whole class. Mistakes corrected at classnumber line.

18 min

4 Interlude

Song or rhyme 20 min

5 Table and rule

Study this table carefully and think what the rule might be.

A, what do you think the rule is? (Can explain using words only.)Who agrees? Let's check using the values in the 2 complete columns.(12 + 1 = 13, 22 + 2 = 24) B, come and write the rule on the BB.(e.g. a + b = c) Let's use this rule to complete the table.

Ps come out to BB one at a time to fill in the missing numbers. Classagrees/disagrees. (If problems, Ps show on number line.)

Who can come and write the rule in a different way? Who agrees?Let's check it is correct. Who thinks something else? etc.

What do you notice about the rows? (Number in row b is the 1st digitof the 2-digit number in row a)

N.B. Last column is an extension.

25 min

Lesson Plan

41R: Mental calculation

C: Addition/subtraction of 1-digit numbers to 2-digit numbers without crossing tens

E: Addition/subtraction of 2-digit numbers without crossing tens

Whole class activity

At speed round class

Involve majority of Ps

Agreement, checking, praising

Ps can choose numbers(additions) too

Individual work, monitored

Keep to time limit

Ps mark own work, count howmany correct in each column(out of 9) and add the scoresto give total (out of 36)

How many had all correct?More than 30 (20)? Less than20? Praising only

Self-correction

Whole class activity to start

Encourage several Ps tocontribute


BB:

a) 5 + 4 = 9, 15 + 4 = 19, 95 + 4 = 99, etc.

Individual work, monitored,helped

Reasoning, agreement, checking

Praising

Whole class in unison


Drawn on BB or use enlargedpicture or OHP.

Reasoning, agreement,checking, praising

BB:

Rule: a + b = ca = c – bb = c – ac = a + b

Praising if P notices

Extension



Activity Notes

Bk2 Lesson Plan 41


Written on BB or use enlargedcopy master or OHP

Class agrees/disagrees

Ps write in their books too

Or whole class in unison


Reasoning, agreement, checking,praising


Ask several Ps what they think

Discussion, agreement,checking

Set a time limit!

BB: 7 – 4 = 3 17 – 4 = 13 57 – 4 = 53

1

10

Whole class activity by rows

(Different ability groups cando different rows)

At speed

Agreement, checkingSelf-correction

Involve several Ps

T gives hints if necessary

Reasoning, checking

Praising

6 Book 2, page 41, Q.3

Read: Which is more? How many more?Write in the correct signs and numbers.

a) Ps come out in pairs to point to numbers on number line. P whopoints to the smaller number writes the missing sign (a big <) in thebox. The other P writes in how many more his number is.

Each of the pair reads the inequality starting from his own number(from left to right or from right to left).

b) and c) done as individual work if T thinks Ps understand. Deal withone part at a time. Review at BB with the whole class.

Who noticed something about the inequalities? (In the 1st row, RHnumber is always 3 more; in the 2nd row, RH number is always 4 more.)

30 min

7 Book 2, page 51


Does anyone notice anything about the subtractions?

(1st row: 4 is subtracted each time from numbers which allhave 7 as units digit.; 2nd row: 2 is subtracted each time fromnumbers which all have 5 as units digit; 3rd row: 6 is subtractedeach time from numbers which all have 8 as units digit.)

Let's see how quickly you can do them! You may use yournumber lines to help you. Review orally with whole class.Deal with one row at a time. Show on class number line.

Elicit that only the units digit changes in each case.

35 min

8 Additions

Let's calculate these sums. Try to find a connection between them

T writes (and reads out) additions on BB and Ps copy down in Ex.Bks, writing in the answer too. Deal with one row at a time.

BB: 40 + 8 = 41 + 8 = 42 + 8 =

40 + 18 = 41 + 18 = 42 + 18 =

40 + 58 = 41 + 58 = 42 + 58 =

Review with whole class. 3 Ps per row come out to BB to fill inanswers. Class agrees/disagrees. If problems, show on number line.

Who can tell us how some additions can help with others? e.g.

Rows 1 + 8 = 9, so 41 + 8 = 40 + (1 + 8) = 40 + 9 = 49;

41 + 8 > 40 + 8

42 + 18: 40 + 10 = 50, 2 + 8 = 10, so 42 + 18 = 50 + 10 = 60

Columns 40 + 18 > 40 + 8

40 min

9 Problem

Who can come and show us how to work out the answer to this problem?

I have20 red books and 30 blue books. I want to give a book to eachof the 57 children in Year 2. How many more books are needed?

X, come and show us how you would do it. Who agrees/disagrees?

Answer: 7 more books are needed.

45 min


Discussion on plan:BB: 20 + 30 + = 57

or 20 + 30 = 5057 – 50 = 7

Agreement, praising



Activity Notes

Bk2 Lesson Plan

42

1 True or false?

I will say an equation (Addition/subtraction of 1-digit to 1-digit or2-digit numbers without crossing tens). If you think it is true, clapyour hands once when I say but if you think it is false put your handson your heads.

T says, e.g. '35 + 5 = 30'. True or false? Show me . . . now!

P responding incorrectly comes out to BB with a P respondingcorrectly to explain correct solution on BB or number line.

6 min

2 Book 2, page 42

Q.1 Read: Complete the table.

Look carefully at the table. A, what do you think the rule is?(Add 7 to numbers in the top row.) Who agrees? Who thinkssomething else?

Let's see how quickly you can complete the table!

Review at BB with whole class. Ps come out one after anotherto write in number and T writes addition for each column on BB.

What do you notice about the columns? (13 columns; first3 columns are whole tens, second (third, fourth) group of3 columns have same tens digit and increasing by 1; lastcolumn is only one with 3-digit numbers)

12 min

3 Book 2, page 42

Q.2: Read: Calculate the differences.

T explains task. Let's see how quickly you can do them!

Deal with one part at a time. Review orally round the class.Mistakes corrected at class number line.

How many subtractions are in each column? (4) How manycolumns are there? (4) How many subtractions altogether?

Who can come and write an equation about it? Who agrees?

20 min

4 Interlude

Exercises or action song 22 min

5 Book 2, page 42

Q.3 Read: Fill in the sums.

What do you notice about the additions in each row? (All startwith the same 1-digit number, 2-digit numbers added have thesame units digit.)

Let's see how quickly you can do them! Deal with one part at atime. Review orally round the whole class. Mistakes corrected.

Discuss method of solution. Elicit that the first sum helps tosolve the other two sums in the row. Demonstrate on BB.(Add units to units and then add tens.)

T writes on BB: 14 + 62 = ? 34 + 12 = ?

How could we solve them? B, what do you think? Who agrees?(Add units to units and then add tens to tens) Let's check..

27 min

R: Mental calculation


E: Addition/subtraction of 2-digit numbers to 2-digit numbers without crossing tens


Done at a good pace

(If statement is false, ask Psto correct it.)

In unison

Checking, correcting

Praising


Drawn on BB or use enlargedcopy master or OHP

Ps can use number lines tohelp them

BB: 20 + 7 = 27 50 + 7 = 57

. . .

100 + 7 = 107 (Extension)

Discussion, checking praising


Ps may use number lines ifnecessary

(Part a) can be done withwhole class first if needed.)

BB: 4 + 4 + 4 + 4 = 164 times 4 = 16



Encourage Ps to look forpatterns

Self-correction

e.g. BB: 4 + 2 = 6;

4 + 12 = 4 + 2 + 10 = 6 + 10 = 16;

4 + 62 = 4 + 2 + 60 = 6 + 60 = 66

Discussion, agreement,checking, praising

Extension



Activity Notes

Bk2 Lesson Plan 42

3020

70

1 244444 344444

12 444443 44444

12 444443 44444

1 244444 344444

?


a) Let's all read the first equation. (T points to 55 – = 50 on BB)

'Fifty-five minus something is equal to fifty'. How many have beentaken away from 55 to get 50? C, come and write in the missingnumber. (5) Is C correct? Who thinks something else? C, explainto us how you worked it out. ( e.g. 55 is equal to 50 + something)

Show us on the class number line. Elicit that 5 units have beensubtracted from the units digit but the tens digit stays the same.

Deal with 43 – = 40 in a similar way.

Let's all read this equation. (T points to – 7 = 90)

'Something minus seven is equal to ninety'. What number have wetaken 7 away from to get 90?

D, come and write in the missing number. (97) Who agrees?D, explain to us how you worked it out. (e.g. something is 7 morethan 90, or 90 + 7 = something) Show us on the class number line.

Elicit that only the units digit has had 7 subtracted, the tens digit staysthe same.

Deal with – 2 = 50 in a similar way.

b) Continue in a similar way to part a) . (Or done as individual work,reviewed at BB with whole class.)

35 min


It would help if each P was given a photocopy of the number grid onpage 48 (from copy master)

Deal with one part at a time. T (or P) reads each question and Ps fillin missing numbers.

Ps show their answers with number cards on command. Let's check.

Ps say the numbers one after the other around the class and T keepstally on BB. Class shouts 'No' if P says wrong number. Why?

Solutions:

a) 45 (starting at 11, finishing at 99: 5 numbers (_1, _3, _5, _7 _9) in each of 9 tens: 5 times 9 = 45)

b) 25 (5 numbers in each of 5 tens: 5 times 5 = 25)

c) 25 (5 numbers in each of 5 tens: 5 times 5 = 25)

d) 11 (10 whole tens + '0') e) 30 (0 to 29) d) 71 (30 to 100)

40 min

8 Problem

Listen carefully, picture the story in your head and show me the answerwith number cards when I say. Draw a diagram to help you.

Lisa had 20 animal cards and 30 flower cards. She gave 7 of them toher friend. How many cards does Lisa have now?

Show me with number cards . . . now! (9)

X, come and explain your answer.Who agrees/disagrees?

Answer: Lisa has 43 cards now.

45 min

Individual (or paired) workbut class kept together.

Give Ps time to calculate/count

In unison

Discussion, agreement

Talk about quick ways ofdetermining how manywithout having to countevery number.

Show that 0 to 100 is actually101 numbers (includes 0)


T (and Ps) repeat a few times

Give Ps time to think

In unison


BB: 20 + 30 = 50 50 – 7 = 43



Discussion, reasoning,agreement, checking

Ps write in their books too.

Discussion, reasoning,agreement, checking, praising

BB:

a) 55 – 5 = 50

43 – 3 = 40

97 – 7 = 97

52 – 2 = 50

b) 10 + 50 + 8 = 68

40 + 30 + 2 = 72

20 + 60 + 4 = 84

60 + 20 + 6 = 86

Show that, e.g.

68 – 50 – 10 = 8

72 – 2 – 30 = 40 , etc.



Activity Notes

Bk2 Lesson Plan

43

1 True or false?

Which of these equations are true and which are false?

BB: 40 + 7 = 47 60 – 6 = 56 75 + 5 = 80

40 + 17 = 57 60 – 16 = 54 75 + 25 = 90

42 + 17 = 49 60 – 16 = 44 100 – 75 = 25, etc.

Ps come out to BB to write a ✓ if true and a ✕ if false. If false, the Pwrites the correct answer beside it, explaining his/her reasoning to theclass. Class agrees/disagrees.

5 min

2 Book 2, page 43


Look carefully at the table. A, what do you think the rule is?(e.g. Subtract 6 from the numbers in the top row.) Who agrees?Who thinks it is something else?

Let's use this rule to complete the table.

Review at BB with whole class. Ps come out one after anotherto write in numbers. T writes subtraction for each column on BB.

If the rule was 'subtract 16' what would the numbers in the bottomrow of the table be?

12 min

3 Book 2, page 43

Q.2 Read: Write an addition and subtraction about each picture.

Deal with one part at a time. Let pupils try first without anintroduction. Review at BB with whole class.

a) B, come and write your addition. Explain your reasoning.Who agrees? (62 grey circles – 6 tens and 2 units, 4 blackcircles, 66 circles in all)

C, come and write your subtraction and explain your reasoning.Who agrees? Who wrote a different one?, etc.

b) As for a) but 64 black circles – 6 tens and 4 units, 5 grey circles,69 circles in all)

c) As for b) but 43 grey circles – 4 tens and 3 units, 2 black circles,45 circles in all)

18 min

4 Book 2, page 43

Q.3 Read: Colour in the coins to show how much money I have.Write it as an addition.

T explains task. Do part a) on BB with the whole class first..

How much money did I have? (3 p) How much was I given? (2 p)How much do I have now? (5 p). D, come and colour my coins.Is D correct?

N.B. Make sure Ps know not to colour in all the coins in thefinal column, only to show the total of the 1st and 2nd columns –the remaining coins should be left blank.

E, come and write it as an addition. Who agrees? (Make sure theaddition matches the story, so e.g. 2 + 3 is not correct.)

Rest done as individual work, reviewed at BB with whole class.

24 min



E: Addition/subtraction of 2-digit numbers to 2-digit numbers without crossing tens


Involve a different P for each

BB should be preparedbeforehand to save time

Reasoning, agreement, praising

(Ps write down correctedequations in Ex. Bks as eachis dealt with)



BB: 30 – 6 = 24 10 – 6 = 4

etc.

Discussion, checking praising

Done orally round the class.T writes responses below table.

Extension


Drawn on BB or use enlargedpicture or OHP

Discussion, reasoning, agree-ment, checking, praising

BB:a) 62 + 4 = 66 or 4 + 62 = 66

66 – 4 = 62 or 66 – 62 = 4

b) 64 + 5 = 69 or 5 + 64 = 6969 – 5 = 64 or 69 – 64 = 5

c) 43 + 2 = 45 or 2 + 43 = 4545 – 2 = 43 or 45 – 43 = 2


Use enlarged copy masteror OHP (or real or cut-outcoins from LP 27/4)


BB: a) 3 + 2 = 5

b) 13 + 2 = 15

c) 23 + 2 = 25

d) 3 + 12 = 15

e) 3 + 22 = 25

f) 13 + 12 = 25



Activity Notes

Bk2 Lesson Plan 43



At speed

Cards shown in unison

T notes Ps having problems

Incorrect responses correctedat class number line

Praising

Individual work but classkept together

Encourage Ps to write downeach sum quickly and write inthe answer at the same time.

Ps should get used to workingat speed and not to waste time!

Agreement, checking, self-correction, praising


BB:

a) 42 < 46; 51 < 59

b) 32 < 36; 60 > 53

c) 87 > 84; 50 > 35

Discussion, agreement,checking, self-correction

Praising

4

4

8

7

3 15

5 Interlude

Song, rhyme 26 min

6 Number cards

T writes a number on the BB, e.g. 14

Show me with number cards, when I say, the next nearest

• number smaller (greater) than 14. Show me . . . now! (13, 15)

• even number smaller (greater) than 14. (12, 16)

• whole ten smaller (greater) than 14 (10, 20)

Repeat for other numbers (e.g. 26; 7; 35; 40, or Ps can choose).

30 min

7 Written exercises

T says addition and writes it on the BB. Ps copy down in Ex Bks andwrite in the answers. Deal with one part at a time.

BB: a) 48 + 2 = b) 43 + 6 = c) 24 + 3 =

54 + 3 = 21 + 8 = 35 + 4 =

61 + 7 = 35 + 3 = 62 + 8 =

57 + 2 = 92 + 7 = 51 + 6 =

Review orally round the class, with T writing in Ps' responses.Ps mark own work. Mistakes corrected at class number line.

35 min

8 Book 2, page 43

Q.4 Read: Which is more? How many more?Write in the correct signs and numbers.

Deal with one part at a time. Ps can use their number lines tohelp the if needed.

Review orally round class by asking Ps to read out theinequality from left to right and then from right to left.

(e.g. 'forty-two is four less than forty-six; forty-six is fourmore than forty-two')

If problems, ask Ps to show on class number line.

40min

9 Problem


Tom has saved 42 p. How many more pence does he need to save inorder to buy a booklet for 49 p?


X, come and explain your answer. (Encourage P to write an equation.)Who agrees? Who did it another way?

Diagram:

Answer: Tom needs to save another 7 p.

45 min


Ps repeat a few times (in ownwords)


In unison


BB: 42 p + 7 p = 49 p

or 49 p – 42 p = 7 p

(If necessary, demonstratewith P at front of class usingreal/model money)

49

?

0 42

12 444443 44444



Activity Notes

Bk2 Lesson Plan

44

1 Mental practice

T says an addition or subtraction. Ps show answer with number cardsand T writes number on BB (in random order).

T: 42 + 6; 30 – 8; 90 + 6; 60 – 6; 20 – 7; 31 + 8; 70 –4; 71 + 7

BB: 48, 22, 96, 54, 13, 39, 66, 78

• Let's put the numbers in decreasing order. Which digit should welook at first? (tens digit) Ps come out one after the other to write anumber and cross it out on original list.

BB: 96, 78, 66, 54, 48, 39, 22, 13

• Ps again come out one at a time to circle each number in red ifeven and to underline in blue if odd. Class agrees/disagrees.

8 min

2 Book 2, page 44

Q.1 What can you say about these equations? (4 columns of 4subtractions, i.e. 4 + 4 + 4 + 4 = 4 times 4 = 16; in a) and b)the same 1-digit number is subtracted from 2-digit numberswhich have the same units digit; in c) and d) 1-digit numbersare subtracted from the same 2-digit number; the numberssubtracted in c) increase in 1's and in d) decrease by 1's.)

Let's see how quickly you can do them without using yournumber lines!

Review orally round the class. Mistakes corrected.

Elicit that units digits change but the tens digits stays the samebecause only units have been subtracted.

15 min

3 Jumps along the number line

Let's make some jumps along the number line.

a) B, come and point to 3 on the number line. Now draw a jump of4 to the right. Where have you got to? (7) Who can come andwrite an addition about it? Who agrees? Ps write addition in Ex.Bks.

Repeat with different Ps for 23 + 4 = 27, 43 + 4 = 47. What doyou notice? (The units are the same in each: 3 + 4 = 7, only thetens are different.)

Who can think of other additions which are similar?

b) As for a), but Ps starting on 7 and jumping 4 to the left (i.e.subtractions) Repeat for 27 – 4 = 23, 47 – 4 = 43.

Who can think of other subtractions which are similar?

20 min


(or T can write additions onBB or show on flash cards)

Number cards shown in unison

At speed

Agreement, checking on classnumber line, praising

At speed




E: Addition/subtraction of 2-digit numbers without crossing tens

Whole class introduction

Involve several Ps

Encourage Ps to noticepatterns to help them do thecalculations more quickly

Praising if Ps notice on own


Ps mark own work and counthow many correct out of 16.

Praising only


Use class number line orenlarged copy master or OHP

BB:a) 3 + 4 = 7

23 + 4 = 2743 + 4 = 47, etc.

b) 7 – 4 = 327 – 4 = 2347 – 4 = 43etc.

Ps can follow on own numberlines tooAgreement, checking, praising

Discussion

e.g. 83 + 4 = 87, etc.


e.g. 97 – 4 = 93, etc.

a)

3 + 4 = 7

23 + 4 = 27

43 + 4 = 47

b)

7 – 4 = 3

20 27 3023

0 7 103

40 47 5043

0 7 103

27 – 4 = 23

47 – 4 = 43

20 27 3023

40 47 5043



Activity Notes

Bk2


Use enlarged copy masteror OHP (or real or cut-outcoins from LP 27/4)


BB: a) 7 – 4 = 3b) 17 – 4 = 13c) 27 – 4 = 23d) 17 –�14 = 3e) 27 – 14 = 13f) 27 – 24 = 3


Demonstrate with Ps/coinsat front of class if necessary


Use enlarged copy master orOHP

Ps can count on class numberline if necessary.

BB:

a) 40 + 8 = 48 40 – 7 = 3340 + 6 = 46 40 – 5 = 35

b) 76 + 4 = 74 76 – 4 = 7276 + 3 = 79 76 – 5 = 71

Discussion, checking, praising

Extension

Extension

4 Interlude

Relaxation, with music playing 22 min

5 Book 2, page 44

Q.2 Read: Colour in the coins to show how much money I have.Write it as an equation.

T explains task. Do part a) on BB with the whole class first.

How much money did I have? (7 p) How much did I spend? (4 p)How much do I have left? (3 p). C, come and colour my coins.Is C correct?

N.B. Make sure Ps know not to colour in all the coins in thefinal column, only to show the difference between the 1st and2nd columns – the remaining coins should be left blank.

D, come and write it as an equation. Who agrees? (Make surethe subtraction matches the story.)


Ask Ps to compare the subtractions. (Units taken away fromunits, tens from tens; same pattern of units in each: 7 – 4 = 3)

30 min


Look at the pictures carefully. What do you think we have to do?(Start at 40 (76), follow the arrows, do what they tell us and write theresults in the cars beside the arrows.)

Ps come out to point to 40 (76), choose an arrow and write the resultin the car, saying the addition or subtraction to the class. Classagrees/disagrees. T checks on class number line and writes on BB.

If this arrow (T points) had written above it '– 15' ('+ 28', etc.), whatnumber would we have written in the car?

Tell me different ways of describing 40 (76), using the picture to helpyou. (e.g. 40 = 46 –�6; 40 = 35 + 5; 76 = 80 – 4, 76 = 71 + 5, etc.)

36 min

7 Book 2, page 44

Q.4 Read: Write the correct sign and number on each arrow toshow its meaning.

T explains task. Deal with one part at a time. Encourage Ps totry writing the signs/numbers without a number line first.

Review orally round the class. Demonstrate on class number line.

Would it be correct to write a) like this? T writes on BB:

43 + 4 = 47 – 7 = 40 + 10 = 50 + 8 = 58 + 10 = 68

No, because both sides of an '=' sign should be equal and 43 + 4does not equal 47 – 7. How could we make it correct?(Split it up into 43 + 4 = 43, 47 – 7 = 40, etc.)

42 min

8 Mental practice

T says a number, Ps say the number 4 less. e.g. T: 24, 36, 58, 89, 60, 71).

Show that 71 – 4 = (71 – 1) – 3 = 70 – 3 = 67

45min



Praising

Lesson Plan 44

Whole class resting/listening


T tells Ps to think aboutwhether the next number ismore or less and write the signfirst, then think about howmany more or less.

Ask several Ps what they think


Praising if Ps notice



Activity Notes

Bk2Lesson Plan

45


Bags drawn on BB or usecopy master, enlarged,coloured and cut out, with'sweets' stuck to side of BB

Ask Ps to say, e.g. '42 + 4 = 46'


Ask several Ps


C: Addition/subtraction of 1-digit numbers to 2-digit numbers (crossing tens)

E: Addition/subtraction of 2-digit numbers

8 18

16 14


Preparation for crossing 10's

Discussion

Agreement, checking, self-correction, praising

BB:

a) 46 < 54 b) 71 < 89

c) 62 < 78 d) 83 < 97

1 Matching numbers

Which sweet belongs in BB:which bag?

Ps come out to choose a sweetand stick on matching bag,saying the whole equation.

Class agrees/disagrees.

What other additions or subtractions could we put in the bags?

5 min

2 Book 2, page 45


What do you think you have to do? (Start at the number in themiddle, do what each arrow tells you and write the result in theempty boxes beside the arrows.)

Review orally round the class. Mistakes corrected at the classnumber line.

How many more is: 54 than 46 (89 than 71, 78 than 62, 97than 83)? Ps come out to point to numbers, and say how manymore. T (P) writes inequalities on BB. Class reads aloud fromleft to right and from right to left.

12 min


a) A, come and point to the number '7' on this number line. (T writes'7' on BB. Now draw a jump of 8 to the right above the numberline. (T draws an arrow from 7 and writes '+ 8' above the arrow.)Which number have you landed on? (15) Who agrees? T writes'15' beside the arrow.

B, come and point to 7 again This time draw a jump to the rightbelow the number line from 7 to '10'. (T draws arrow down to '10')How many units have you jumped? (3) Who agrees? (T writes'+3' beside 2nd arrow. Now draw a jump from 10 to 15. (T draws3rd arrow back up to 15. How many units did you jump? (5)Who agrees? (T writes '+5' beside 3rd arrow.)

Why has A made 1 jump and B 2 jumps but they have both landedon 15? (Because adding 8 is the same as adding 5 and then 3.)

b) Repeat as above. Who notices something similar to part a)?(Numbers added are the same, but start and end numbers are 10 more.)

c) and d) As a) and b) but this time jumping to the left along the numberline, i.e. subtracting. (Subtracting 8 is the same as subtracting 5, then 3.)

Solutions:

Elicit/point out that c) and d) are the inverse operations of a) and b).

20 min

+ 8 1 57

+ 8 1 5

3

7

10+

+ 8 1 5

3 5

7

10+ +

50 –�4

42 + 4

90 – 6

64 + 20

70 + 14

56 – 1046 84

a)

b)

c)

d)

2 5

0 10 20

10 20 30

0 10 20

10 20 30

7

10+ +

17

20+ +

+ 8

+ 8

– 8

– 8

15

10– –

25

20

_ _

3 5

1 5

3 5

7

5 3

5 3

1 7


Draw on BB or use enlargedcopy master or OHP

BB:

a) 7 + 8 = 15, 7 + 3 + 5 = 15

b) 17 + 8 = 25, 17 + 3 + 5 = 25

c) 15 – 8 = 7, 15 – 5 – 3 = 7

d) 25 – 8 = 17, 25 – 5 – 3 = 17

Ensure that Ps know thatmoving to right is adding andmoving to the left is subtracting



Activity Notes

Bk2 Lesson Plan 45

4 Book 2, page 45

Q.3 Read: Compare the sums.

What can you say about these equations? (3 columns of6 additions, i.e. 6 + 6 + 6 = 3 times 6 = 18; in each part,1-digit numbers are added to the same 2-digit number;the numbers added are increasing in 1's.

Let's see how quickly you can do them! You can use yournumber lines to help you.

Deal with one part at a time. Review orally round the class.Mistakes corrected at class number line.

Elicit that the answers also increase in 1's.

Which of them crosses a whole ten, and can be done in 2 jumps,as we did in Q.2? (Ps come out to BB/number line to show/write.)

26 min

5 Interlude

Action song or rhyme 28 min

6 Written exercises

Let's calculate these sums. Think of how many to the next whole 10and then how many more. Think of how the first sum can help youwith the others in the same column.

T writes (and reads out) additions on BB and Ps copy down in Ex. Bks,writing in the answers at same time. Deal with one column at a time.

BB: a) 6 + 7 = b) 9 + 7 = c) 8 + 9 =

16 + 7 = 29 + 7 = 38 + 9 =

26 + 7 = 49 + 7 = 58 + 9 =

36 + 7 = 69 + 7 = 78 + 9 =

(16 + 17 =) (29 + 17 =) ( 38 + 39 =)

Review orally with whole class. T writes in Ps' responses. Classagrees/disagrees. If problems, show on class number line in 2 jumps(to next nearest whole ten and then how many more.)

36 min

7 Book 2, page 45

Q.4 Read: Which numbers make this statement true?

Let's read out the inequality, starting at the triangle. 'Thetriangle is more than fifty-four and less than sixty-threeminus five'

D, what number is 63 – 5? Think of it as 63 – 3 – 2. (58)

Everyone point to 58 on your number line with your right handand 54 with your left hand. Write down the numbers inbetween that the triangle could be.

E, what numbers did you write? (55, 56, 57) Who agrees?

40 min

8 Mental practice

T says an addition or subtraction. P says answer. If incorrect, T leadsP through it. How many to the whole ten. How many more after that?How many altogether? Class agrees/disagrees.

45 min


Involve several Ps

Encourage Ps to notice patterns

Praising if Ps notice on own


Ps mark own work and counthow many correct out of 18.

Praising only

BB: e.g. 38 + 5 = 38 + 2 + 3 = 40 + 3

= 43


Individual work but class kepttogether

In unison

Show on class number line


BB: 54 < 55, 56, 57 < 58


Encourage Ps to work quickly

Set a time limit



BB: e.g.

6 + 7 = 6 + 4 + 3 = 10 + 3 = 13

16 + 7 = 16 + 4 + 3 = 20 + 3 = 23

or 16 + 7 = 6 + 7 + 10 = 13 + 10 = 23, etc.

Whole class activity, at speedround class. e.g. 7 + 6, 17 + 6,27 + 6, 33 – 6, 23 – 6, 13 – 6,25 + 7, 45 + 7, 52– 7, (32 –�17)



Activity Notes

Bk2 Lesson Plan

46

1 Number cards

How many more must I add to

• 48 to make 54? Show me . . .now! (6) [ 48 + (2 + 4) = 54 ]

• 54 to make 62? Show me . . . now! (8) [ 54 + (6 + 2) = 62 ]



5 min


Read: Complete the table.

What do you think we have to do? (Add 5 to numbers in top row intwo jumps (add 3 first and then add 2.) Ps come out to fill in missingnumbers. Class agrees/disagrees. Ps also write in their books.

10 min

3 Book 2, page 46

Q.2 Read: Write additions and subtractions about the pictures.

Deal with one part at a time. Let pupils try first without anintroduction Review at BB with whole class.

a) A, come and complete the additions. Explain yourreasoning. Who agrees? (47 grey squares– 4 '10's and 7 '1's,6 black squares (3 to make 50 and then another 3) to make 53squares altogether.

B, come and complete the subtractions and explain yourreasoning. Who agrees? Who thinks something else? etc.

b) As for a) but 57 grey squares – 5 '10's and 7 '1's, 6 black squares(3 to make 60 and then another 3) to make 63 squares altogether.

c) As for b) but 77 grey squares – 7 '10's and 7 '1's, 6 black squares(3 to make 80 and then another 3) to make 83 squares altogether.

15 min

4 Number Sequence

T writes first few terms of sequence on BB, Ps come out to continue it.

BB: 40, 44, 48, . . . Ps write: 52, 56, 60, 64, 68, . . .

Who can tell us the rule? (e.g. start at 40 and add 4 each time) Let'scheck. T writes differences (+ 4) between each pair of numbers.

Continue the sequence orally to 100.

20 min

5 Interlude

Exercises or action song 22 min

6 Book 2, page 46

Q.3 Read: Replace the two operations with one operation.Fill in the missing numbers.

T explains task. Elicit that a) to d) are additions and e) and f)are subtractions. Ps may use their number lines if needed.

Review at BB with whole class. Mistakes corrected at classnumber line. Ask Ps to read out the shorter form of the equation.

30 min

R: Operations without crossing tens

C: Addition/subtraction of 1-digit numbers to 2-digit numbers



T repeats a few times


Cards shown in unison

Ps with incorrect responsesgo through it orally withclass at number line



Discussion, reasoning,agreeement, checking

Praising


Use enlarged copy masteror OHP

Discussion, reasoning,agreement, checking onnumber line.

Self-correction. Praising

BB:a) 47 + 6 = 53

47 + (3 + 3) = 53

b) 57 + 6 = 6357 + (3 + 3) = 63

c) 77 + 6 = 8377 + (3 + 3) = 83



Involve several Ps


At speed in relay round class

Individual work, monitored,helped.



Individually or in unison



Activity Notes

Bk2 Lesson Plan 46

7 Subtraction practice

T writes on BB (or uses copy master):

BB:

Ps come out to show jumps on class number line and then fill in themissing numbers, saying the complete addition/subtraction.

T asks a few more similar subtractions orally round class, e.g. 35 – 8,55 – 8, 45 –�8, 75 – 8, 85 – 8.

37 min

8 Written exercises

Let's calculate these sums. Think of how many to the next whole 10and then how many more.

T writes (and reads out) additions on BB and Ps copy down in Ex. Bks,writing in the answers at same time. Deal with one column at a time.

BB: a) 50 + = 70 b) 24 + = 32

27 + 30 = 69 + 5 =

84 – 30 = 32 – 7 =

( –�20 = 18) ( – 6 = 69 ) �

Review orally with whole class. T writes in Ps' responses. Classagrees/disagrees. If problems, show on class number line in 2 jumps(to next nearest whole ten and then how many more.)

42 min

9 Problem

Listen carefully, picture the story in your head and show me the answerwith number cards when I say.

John has collected 53 stamps, 9 less than Gary. How many stampsdoes Gary have?

Show me . . . now! (62)

X, come and show us how got your answer. Who agrees?

Who did it another way? (Ps show on BB) Class agrees/disagrees.

If necessary, demonstrate with 2 Ps at front of class and/or refer toclass number line.

Answer: Gary has 62 stamps.

45 min



Demonstration on classnumber line.

At a good pace!

Reasoning, checking,agreement

At speed. Involve several Ps

6 + 7 =

6 + +

6 7 4 4 8 4 4

16 + 7 =

16 + +

6 7 4 4 8 4 4

56 + 7 =

56 + +

6 7 4 4 8 4 4

a) b) c)

15 – 8 =

– –

6 7 4 4 8 4 4

15

65 – 8 =

– –

6 7 4 4 8 4 4

65

95 – 8 =

– –

6 7 4 4 8 4 4

95

d) e) f)



Set a time limit



Solutions:

a) 50 + 20 = 70 b) 24 + 8 = 32

27 + 30 = 57 69 + 5 = 74

84 – 30 = 54 32 – 7 = 25

38 – 20 = 18 75 – 6 = 69

Praising

9

9


Ps repeat a few times (in ownwords)


In unison


BB: J < G

53 < 62

53 + 9 = 53 + 7 + 2 = 62



Activity Notes

Bk2 Lesson Plan

47

1 Sequences relay

T says first few terms of a sequence, Ps continue it to 100.

a) 0, 4, 8, 12, . . . b) 70, 74, 78, 82, . . . c) 1, 5, 9, 13, . ..

d) 82, 86, 90, . . . e) 20, 26, 32, . . . f) 61, 67, 73, . . .

After each sequence is continued, T asks Ps for the rule. (e.g. a) starts at0 and increases by 4; e) starts at 20 and increases by 6)

5 min

2 Book 2, page 47

Q.1 Read: Fill in the table.

Talk about the table first. What do you think we have to do?(First add '0', then '1', then '2', etc. to numbers 0 to 20 in the toprow.) Ask Ps to colour in the top row and left-hand column.(i.e. numbers in bold) to make them stand out more.

Everyone point to the + 0 row. (T also points.) Some ofthe empty boxes have been filled in. (e.g. 0 + 0 = 0, 1 + 0 = 1)Let's see how quickly you can fill in the empty boxes in thisrow! Review orally round the class. T fills in responses in tableand Ps correct mistakes.

Ask Ps to fill in rows +1 and + 2, then review as above; then Psfill in rows + 3 to + 5, then + 6 to + 8, then + 9 and + 10.

What do you notice about the numbers in each row/column?(Increasing by '1's) What else do you notice? (diagonals )

Who can come and find the number 5 (11, 18, 27, etc.) in theaddition table? Which addition does it show? (0 + 5, 1 + 4, etc.)

T shows how table can help to do additions, e.g. 6 + 5 (Pointto 6 in the top row with right index finger and to the + 5 rowwith left index finger. Move down the column/along the rowuntil your fingers meet. (T demonstrates on copy master.)

Let's see how quickly you can find, e.g. 11 + 9, 15 + 5, etc.

Who can come and show us sequences on the addition table?e.g. 0, 2, 4, 6, . . . (1, 3, 5, 7, . . ), (2, 5, 8, 11, . . .)

Which do you think are the most difficult sums? Why?

15 min

3 Book 2, page 47


What can you tell me abut the questions? (4 rows, 3 in eachrow, i.e. 3 + 3 + 3 + 3 = 4 times 3 = 12; 6 additions and6 subtractions; 1st and 3rd rows similar to 2nd and 4th rows.)

Deal with two rows at a time. Let's see how quickly you cando them! (Ask Ps to write 1-digit nos. in RHS of 2-digit box.)

Review at BB with whole class, Ps showing decompositions onclass number line. Mistakes corrected.

23 min

4 Interlude


R: Operations without crossing tens





Mental calculation

Mistakes corrected at classnumber line

Praising only



(Ps could be given copies oncard to stick at back ofEx.Bks.)

Self-correction

Do not allow Ps to fill in thewhole table at once

Involve several PsDone at speed.

Demonstration

Checking by calculation

Ps show results with fingerson command

Ps come out to point

Ask several Ps.

Extension



Set a time limit!

Reasoning, agreement,checking, correcting, praising




Activity Notes

Bk2


BB:

a) 42 – 6 = 42 – 2 – 4 = 36

b) 55 – 7 = 55 – 5 – 2 = 48

c) 54 – 5 = 54 – 4 – 1 = 49

35

P:

?7

P:

G:

1 244444 344444

12 444443 44444

12

44

444

34

44

44

?


Discussion about the plan

BB:

P: 35

G: 35 – 7 = 35 – 5 – 2 = 28

P + G: 35 + 28 = (35 + 20) + 8

= 55 + 8

55 + 8 = (55 + 5) + 3 = 63

Reasoning, agreement,checking

Demonstrate with 2 Ps at frontof class and plastic cubes stucktogether in tens (or beadsstrung in 10's, etc.) onlyif necessary

5 Written exercises

Let's calculate these subtractions. Think of how many down to thenext whole 10 and then how many less. Think of how the first sumcan help you with the others in the same column.

T writes (and reads out) additions on BB and Ps copy down in Ex. Bks,writing in the answers at rhe same time. Deal with one column at a time.

BB: a) 12 – 5 = b) 13 – 7 = c) 52 – 1 = d) 52 – 6 =22 – 5 = 23 – 7 = 52 – 2 = 52 – 7 =32 – 5 = 33 – 7 = 52 – 3 = 52 – 8 =42 – 5 = 43 – 7 = 52 – 4 = 52 – 9 =52 – 5 = 63 – 7 = 52 – 5 =

Review orally with whole class. T writes in Ps' responses. Classagrees/disagrees. If problems, show on class number line in 2 jumps(down to next nearest whole ten and then how many less.)

33 min

6 Book 2, page 47

Q.3 Read: Complete the subtractions.

T explains that Ps should write the subtractions in 2 jumps(first down to mext smallest whole ten, then how many less).

Review on BB with whole class. Mistakes correct at classnumber line.

37 min

7 Problem

Who can come and show us how to work out the answer to this problem?

Peter has 35 marbles. George has 7 marbles less. How manymarbles do the 2 boys have altogether?

X, what do you think we should do first? Who agrees? (Make a plan,draw a diagram, do the calculations.)

Plan: Work out how many marbles George has and then add it toPeter's marbles.

Diagram:

Answer: The two boys have 63 marbles altogether.

42 min

8 Roman numerals

T revises Roman numerals for 5, 10, 50, 100 (V, X, L, C) and that,e.g. XII = X + II, IV = V – I.

Who is clever enough to write these numbers as Roman numbers?

BB: 23 = (XXIII) 38 = (XXXVIII)

41 = (XLI) 95 = (XCV)

Ps come to BB to write Roman numerals, with T (or P) givingexplanation. Who agrees? Who thinks something else? etc.

45 min


Ps can help one another ordeal with numbers in pairs

(e.g. 20 = XX, 3 = III)

Reasoning, agreement

Praising only

Lesson Plan 47



Set a time limit


Agreement, checking

BB: e.g.

12 – 5 = 12 – 2 – 3 = 10 – 3 = 7

43 – 7 = 43 – 3 – 4 = 40 – 4 = 36 etc.

Self-correction

Praising



Activity Notes

Bk2 Lesson Plan

48R: Mental counting



1 Matching numbers

Which decorationbelongs on whichtree?

Ps come out tochoose a decorationand stick on thematching tree, sayingthe whole equation.Class agrees/disagrees.

What other additions orsubtractions could we put on the trees?

5 min

2 Book 2, page 48, Q1

Read: Complete the table.

What do you think we have to do? (Subtract 8 from numbers in toprow in two jumps (first subtract a number to get to the nearest wholeten and then subtract the rest.) Ps come out to fill in missing numbers.Class agrees/disagrees. Ps also write in their books.

8 min

3 Book 2, page 48


Talk about the table first. What do you think we have to do?(First add '30' to numbers 20 to 29 in the top row.), then '31',then '32', etc. Ask Ps to colour in the top row and left-handcolumn (i.e. numbers in bold) to make them stand out more.

Everyone point to the + 30 row. (T also points.) Some ofthe empty boxes have been filled in (e.g. 20 + 30 = 50,21 + 30 = 51) Let's see how quickly you can fill in the emptyboxes in this row!

Review orally round the class. T fills in responses in table andPs correct mistakes.

Ask Ps to fill in rows +31 and + 32, then review as above; thenPs fill in rows + 33 to + 35, then + 36 to + 38, then + 39.

What do you notice about the numbers in each row/column?(Increasing by '1's) What else do you notice? (Numbers in thediagonals from left up to right are the same and from left downto right form sequences, e.g. 50, 52, 54, . . ., 51, 53, 55, . .

T reminds Ps how table can help them do additions. T says anumber (addition) from table and Ps say addition (number) usingtable in their books to help them. Class agrees/disagrees.

Which do you think are the most difficult sums? Why?

23 min

4 Interlude

Action song with percussion. 25 min


Use copy master, enlargedand cut out. Trees drawnor stuck on BB, shapesstuck to edges.

Done at good pace

Agreement, checking,praising

Ask several Ps



Discussion, reasoning,agreeement, checking

Praising



Ask several Ps

Do not allow Ps to fill in thewhole table at once

Self-correctionEncourage Ps to workquickly

Ask several PsDiscussion, checking,agreement

At speed round classAgreement, checking

Ask several Ps.


BB: 63 56 + 7

70 –�7 44

38 + 643 + 2054 – 1050 –�6

83 – 20 85 – 41

35 + 9



Activity Notes

Bk2


Use enlarged copy master/OHP

Discussion, agreement,involving several Ps

At a good pace

Reasoning, agreement,checking, demonstration

Praising

5 Decomposition

What can you tell me abut the questions? (4 rows, 3 in each row,i.e. 3 + 3 + 3 + 3 = 4 times 3 = 12; 6 additions and 6 subtractions; the3 additions/subtractions in each row are similar, i.e. the same 1-digitnumber is added/subtracted from 2-digit numbers which have thesame units digits but different tens digits.)

Ps come out in 3's to fill in the missing numbers in each row and toexplain their reasoning. Class agrees/disagrees. If problems show onclass number line.

33 min


What do you think we have to do? (Match the additions/subtractions tothe matching numbers on the flower.). Ps come out to choose an addition,join it up and say the whole equation. Class agrees/disagrees.

What do you notice? ( 44 on the flower has no matching rectangle;some numbers have 2 matching rectangles.) Who can think of anaddition/subtraction for 44? (e.g. 40 + 4, 50 – 6, etc.) Class agrees/disagrees. If problems, check on number line.

38 min

7 Mental practice

I will say a number, than an addition or subtraction and you can keepthe numbers in your head (or let Ps write them down). Nod your headwhen you have done each step. Show me the final number with numbercards when I say.

e.g. 37, + 10, + 7, – 3, + 8, + 6, – 9 Show me . . . now! (56)

T asks Ps with incorrect responses to work through the sequence againone step at a time, with help from rest of class. Demonstrate on classnumer line if necessary.

41 min

8 Book 2, page 48

Q.4 Read: Complete the table. Write down the rule in different ways.

Look carefully at the two rows. Which is more? How manymore? What could the rule be? (Ps agree on one form of rule,even if it has been expressed only in words.)

Let's use this rule to fill in the table.

Review at BB with whole class. Mistakes corrected.

X, come and write the rule in a mathematical way. Who agrees?Who can write it in a different way? etc. Let's check.

Who can think of other values for a and b which are not in thetable?

45 min

Lesson Plan 48



At speed. Ps write in theirbooks too

Discussion, reasoning,agreement

Praising

Extension


Give Ps time to write think/write down.

In unison

Ps can have number lines infront of them

Praising



Discussion, reasoning,agreement, checking withvalues from table

BB: a = b – 4b = a + 4b – a = 4

Praising



Activity Notes

Bk2 Lesson Plan

49

1 Mental practice

a) T says an addition/subtraction, e.g.' 5 + 3', P1 says '8' and then

says, e.g. '– 4', P2 says '4' and then says, e.g. '+ 10', P

3 says '14',

etc. in relay round class (up to 30).

b) T says a number. P says the number which is double.

c) T says a number. P says the number which is half.

5 min

2 Number sequences

T writes a number sequence on the BB. Ps come out to:

a) write in the previous 3 terms b) continue the sequence to 90.

Class agrees/disagrees. A, what is the rule? Who agrees? Who thinkssomething else? Let's check.

10 min

3 Book 2, page 49


Use the diagrams to help you and make sure that the equationsmatch. Deal with one part at a time. Review at BB withwhole class. Mistakes corrected at class number line.

BB:

15 min

4 Addition/subtraction of 2-digit numbers

B, come and point to 33 on the class number line. I want B to jump 22to the right. What is a quick way of doing it without counting everyunit? (e.g. jump 2 units first, then another 20 or jump 20 units first,then another 2) B, which number have you landed on? (55) Is Bcorrect? Who can come and write an addition about it? Who agrees?

Elicit that a quick way to add (subtract) two 2-digit numbers (withoutcrossing tens) is to add (subtract) the units to (from) the units and thetens to (from) the tens.

Let's see how quickly you can do these in your Ex. Bks.

BB: a) 33 + 22 = b) 56 + 23 =

c) 92 –�22 = d) 58 – 15 =

T asks Ps to give answers (and reasoning). T writes in agreed answers.

20 min

5 Book 2, page 49


What do you notice about the equations? (4 rows of 3 =4 times 3 = 12; 2 rows of additions, 2 rows of subtractions)

Let's see how quickly you can do them! Review orally roundthe class. Mistakes corrected at class number line.

25 min


C: Revision and practice: numbers 0 to 100. Addition and subtractionwithout crossing 10's

E Addition and subtraction of 2-digit numbers, crossing 10's


All at speed round class

Ps can choose numbers too.

Praising




Self-correction

(Exploration of decompositionfor crossing 10s)

=

+ +

– –

16 +

=21 –

16

21

6 7 4 4 8 4 4

6 7 4 4 8 4 4

5 2 1

4 1

5 1 6

1 4

a) =

+ +

– –

28 +

=35 –

28

35

6 7 4 4 8 4 4

6 7 4 4 8 4 4

7

7

52

3 5

2 8

5 2

b)


BB: . . ., 18, 24, 30, . . .

Involve several pupils

Rule: Difference betweeneach pair of terms is 6.


Discussion, agreement,demonstration

BB: 33 + 22 = 55



BB: a) 33 + 22 = 55b) 56 + 23 = 79c) 92 – 22 = 70d) 58 – 15 = 43

Self-corrrection. Praising



Ps mark own (neighbour's)work and count how manycorrect out of 12

Praising if all correct



Activity Notes

Bk2 Lesson Plan 49


39

56

40


Discussion, reasoning, checking,agreement, praising

BB:

a) 23 + 16 = 26 + 13(23 + 10 + 6) (39 – 20 – 6)

b) 49 – 14 = 19 + 16(49 – 10 – 4) (35 – 10 – 5 – 1)

c) 85 – 45 = 18 + 22(85 – 40 – 5) (40 – 20 – 2)

d) 28 + 28 = 72 – 16(28 + 20 + 2 + 6) (72 – 50 – 2 – 4)

`Individual work, monitored,helped


BB: V = 5 X = 10L = 50 C = 100


BB: e.g.

56 + 37 = 56 + 30 + 4 + 3 = 93

Praise creativity

28 + 6

100 – 7

60 + 9

XCIIIXXXIV

80 – 11

40 – 6

LXIX

56 + 37

69

34

34

69

93

34

69

93

93

Extension

6 Interlude


7 Book 2, page 49

Q.3 Read: Fill in the amounts and write equations about the pictures.

Do part a) with the whole class first. C, how much is on theLHS of the diagram? (13) Why do you think that? (one '10'and 3 '1's, or 10 + 3 = 13) Who agrees? C writes '13' in the box.

Repeat on RHS with D. (3 '10's and 2 '1's or 30 + 2 = 32)

Who can come and write and equation about the whole picture?Who agrees? Who did it another way?

Elicit that units are added to units (2 + 3 = 5) and tens to tens (10 + 30 = 40).

(Make sure that the addition matches the story, so e.g. 32 + 13 isnot accurate.)


Discuss the different ways to do the calculations (e.g. 45 – 10 – 3)

Elicit the similarities between the questions. (a + b, c + d)

32 min

8 Written exercises

T writes (and reads out) each addition/subtraction on BB and Ps copydown in Ex. Bks, writing in the missing number as it is done on BB.

BB: a) 23 + 16 = 26 + b) 49 – 14 = +16

c) 85 – 45 = + 22 d) 28 + 28 = 72 –

Deal with one question at a time. Ps come to BB to work out thecomplete side of the equation first and write the value above it, thenother Ps come out to fill in the missing numbers, explaining reasoning.

Encourage Ps to do calculations in easy jumps (to whole tens).

. Show jumps on class number line (to nearest whole ten and then howmany more/less). Class agrees/disagrees. Mistakes corrected.

40 min

9 Book 2, page 49

Q.4 Read: Join up the equal numbers.

Revise meaning of Roman numerals first and what the shapes arecalled. Ask Ps to write the value above each ellipse (oval) first.

Review at BB with whole class. Values: 34, 69, 93 (3 of each)

Solution:

Who can think of other ways to write each number?

45 min


Use enlarged copy master orOHP (or cardboard coinscut out from copy master inLP 27/4 stuck to BB)


BB: a) 13 + 32 = 45

(13 + 30 + 2 = 45)



BB: b) 23 + 32 = 55

c) 45 – 13 = 32

d) 45 – 23 = 22

35



Activity Notes

Bk2 Lesson Plan


C: Revision and practice: numbers 0 to 100

E: Crossing tens



Involve majority of Ps

Ps can give the numbers

1 Mental addition

T says a number (1-digit and 2-digit). Ps give the number which is

a) 12 more b) 13 less.

(Without crossing tens and crossing tens)

5 min

2 Book 2, page 50

Q.1 Read: Follow the pattern. Add the tens first, then the unitsto the number.

T explains task. Ps do parts a) to c), which do not involvecrossing tens, in their books. Review at BB with whole class.

Who can think of another way to do it? (e.g. 46 + 42: 40 + 40+ 6 + 2) Mistakes corrected at class number line.

Do parts d) to f), which involve crossing tens, at BB with thewhole class. Ps come to BB to write in operation and missingnumbers, explaining what they are doing to rest of class. Classagrees/disagrees.

Discuss other ways to do the calculations:e.g. 67 + 29: (67 + 20 + 3 + 6) or (60 + 20 + 7 + 9).

Demonstrate on class number line if necessary.

13 min

3 Book 2, page 50

Q.2 Read: Write additions and subtractions about the pictures.

T explains task. Deal with one part at a time. Review at BBwith the whole class.

BB: a) 32 + 25 = 57 b) 44 + 52 = 96 c) 26 + 62 = 88 25 + 32 = 57 52 + 44 = 96 62 + 26 = 88 57 – 32 = 25 96 – 52 = 44 88 – 62 = 26 57 – 25 = 32 96 – 44 = 52 88 – 26 = 62

20 min

4 Written exercises

T writes (and reads out) each addition/subtraction on BB and Ps copydown in Ex. Bks, writing in the missing number.

BB: a) 36 + 45 = b) 63 – 24 =

27 + 56 = 82 – 48 =

48 + 35 = 97 – 69 =

Deal with one question at a time. Review at BB with whole class.Ps come out to explain reasoning and demonstrate on the class numberline. Who agrees? Who did it another way? (e.g. 36 + 4 + 1 + 40,63 – 3 – 1 – 20, etc.)

Encourage Ps to do calculation in small jumps. Mistakes corrected.

28 min

5 Interlude


Individual work, monitored,but class kept together

Discussion reasoning,agreement, checking

BB: e.g.

a) 36 + 40 + 4 + 1 = 8127 + 50 + 3 + 3 = 8348 + 30 + 2 + 3 = 83

b) 63 – 20 – 3 – 1 = 3982 – 40 – 2 – 6 = 3497 – 60 – 7 – 2 = 28

Praising only





Demonstrate with cut-out (orreal) coins if there areproblems.




Whole class activity: Ps writeanswers in their books too

BB: a) 23 + 30 + 6 = 59b) 46 + 40 + 2 = 88c) 35 + 20 + 3 = 58d) 53 + 30 + 8 = 91e) 78 + 10 + 6 = 94f) 67 + 20 + 9 = 96



Activity Notes

Bk2 Lesson Plan 50

25

+ 36

+ 17

+ 29+ 75

+ 58 85

– 16

– 37

– 29– 65

– 48



Involve several Ps

At a good pace

(Class could show answerswith number cards first)


T repeats explanationscorrectly if necessary

BB:

a) b)

25 + 36 = 41 85 – 16 = 69

25 + 17 = 42 85 – 37 = 48

25 + 58 = 83 85 – 48 = 37

25 + 29 = 54 85 – 29 = 56

25 + 75 = 100 85 – 65 = 20

Extension

24




In unison


BB: 56 + 27 = 83 (56 + 20 + 4 + 3 = 83)

6 Addition/subtraction practice

T has BB ready prepared. Deal with one part at a time.

BB:

a) b)

Ps come out to choose an arrow, read the addition and write in theanswer, explaining reasoning. Class agrees/disagrees. T writes downresponse as an addition on BB and Ps copy into Ex. Bks too. .

Encourage Ps to add the whole tens first, then the amount to thenearest whole ten, then the amount remaining.

(e.g. 25 + 36: 25 + 30 = 55, 55 + 5 = 60, 60 + 1 = 61;

and 85 – 16: 85 – 10 = 75, 75 – 5 = 70, 70 – 1 = 69 )

Mistakes corrected at the class number line (or use cut-out '10' and '1'coins or lolly sticks tied in bundles of 10, or beads strung in 10s, etc. ifnecessary as demonstration).

38 min

7 Book 2, page 50

Q.3 Read: Peter and his Dad were digging up potatoes.Peter's Dad dug up 24 more potatoes than Peter did.Complete the table and the statements.

T explains task. Look carefully at the two rows in the table.

Which is Peter's (Dad's) row? Which is more? (Dad's) How manymore? (24) What could the rule be? (Ps agree on one form of rule,even if it has been expressed only in words.)

Let's use this rule to fill in the table.


X, come and write the rule in a mathematical way. Who agrees?Who can write it in a different way? etc. Let's check.

Who can think of other numbers of potatoes which Peter (Dad) mighthave dug up but are not in the table?

42 min


Listen carefully, picture the story in your head and show me the answerwith number cards when I say. Draw a diagram to help you and write anaddition in your their books.

Ann has 56 buttons and Barbara has 27 buttons. How many do theyhave altogether?



Answer: They have 83 buttons altogether.

45 min

?

27

0 56

12 444443 44444




BB: D > P

D = P + 24

P = D – 24

24 = D – P

Ps write expressions in their bookstoo

Praising



Activity Notes

Bk2 Lesson Plan

51

1 Puzzle

Let's find these shapes on the grid if the sum of their numbers is 24.

BB:

Ps choose a frame and stick over the grid so that the numbers inside itadd up to 24. Class agrees/disagrees. Check made on class numberline. T writes additions on BB.

8 min

2 Book 2, page 51


Who can tell us what we should do first? (Start at the LHnumber and follow the arrows.) You can use your number linesto help you. Deal with one part at a time.

Review at BB with whole class, with Ps explaining how theydid the calculations. Class agrees/disagrees.

Solution:

15 min


Read: List the possible solutions and mark them on the number line.

a) Let's read out the inequality, starting from the triangle: 'the triangle isless than sixty-two plus seven and more than sixty-five minus four'.

Let's work out the LHS first. A, come and mark the number whichis equal to 62 + 7. (69) Is A correct? A, write it above the addition.

Now let's do the RHS. B, come and mark the number which isequal to 65 – 4. (61) Is B correct? B, write it above the subtraction.

Let's read out the inequality again, starting from the triangle: 'thetriangle is less than sixty-nine and more than sixty-one'.

C, come and point to these two numbers and read the numbers thatthe triangle could be. Who agrees? Who thinks something else?Let's write them down opposite the triangle.

Let's check. T asks individual Ps to choose one of the listed numbers,show it on the number line and say the inequality using the numberinstead of the triangle (e.g. 65 is less than 69 and more than 61)

b) Similar to above until: 'the circle plus three is more than forty andless than forty-nine'.

D, come and point to these two numbers and read the numbersbetween them which make the inequality true. Who agrees? etc.(T writes them on BB.) Are these the numbers the circle could be?(No these numbers are equal to the circle + 3.)

E, come and write down the numbers the circle could be. Whoagrees? Let's check. (As above)

24 min


Use copy master, enlarged,and cut-out and framesstuck to side of BB


BB: e.g. 6 + 9 + 9 = 24



E: Crossing tens

9 1 7 7 0 6 9 93 5 5 4 2 1 3 35 0 7 8 8 4 3 88 1 6 4 4 7 6 98 8 5 4 5 1 2 7

6 9 98977 7

5 5

88 8

8 44 44

22+ 14 + 27 + 19 – 34 – 48

18+ 12 + 36 + 17 + 9 – 1230 66 83 92 80

36 63 82 48 0

a)

b)


Draw on BB or use enlargedcopy master or OHP


Ask several Ps

(Or part a) as individual workand part b) as whole class activity)



In unison

Discussion, reasoning, agree-ment, checking, praising

Ps also write in their books too

In unison (or individually)

BB:a) 69 > > 61

: 62, 63, 64, 65, 66, 67, 68

Mistakes corrected

Praising

In unison

b) 40 < + 3 < 49

+ 3 : 41, 42, 43, 44, 45, 46, 47, 48

: 38, 39, 40, 41, 42, 43, 44, 45

Praising



Activity Notes

Bk2

4 Interlude

Physical exercises (in time to music)

26 min

5 Book 2, page 51

Q.3 Read: Practise subtraction.

What can you say about the subtractions? (e.g. 3 columns, 6 ineach column: 6 + 6 + 6 = 3 times 6 = 18 subtractions; 2-digitnumbers sunbtracted from 2-digit numbers; no crossing tens.)

Let's see how quickly you can do them! Deal with one part at atime. Set a time limit for each column. Pupils sit up with armsfolded when finished.

Review orally round the whole class. Discuss mistakes madeand methods of solution. e.g. 76 – 23 = 76 – 20 – 3 = 53

or 76 – 23 = 76 – 3 – 20 = 53

36 min


What can you say about the equations? (e.g. 3 columns, 7 in eachcolumn: 7 + 7 + 7 = 3 times 7 = 21 equations;

part a): first number is the same; units digits in numbers addedincrease in '1's ;

part b): first number is the same; units digits in numbers subtractedincrease in '1's;

part c): number added/subtracted is the same; tens digits of startnumbers increase in '1's; 4 additions, 3 subtractions)

Deal with one column at a time. Done orally round the class, with Psexplaining (in words) how they did the calculation. Others agree/disagree.

e.g. 65 + 19 = 65 + 10 + 5 + 4 = 84 or 65 + 5 + 10 + 4 = 84

74 – 47 = 74 – 40 – 4 – 3 = 27 or 74 – 4 – 40 – 3 = 27

42 min

7 Problem


Gavin had 66 football cards, 27 more than Lee. How many footballcards did Lee have?



Answer: Lee had 39 football cards.

How many football cards did they have altogether? Ps tell T what towrite on BB. Show on class number line.

45 min

Extension




In unison


BB: 66 – 27 = 39 (66 – 20 – 6 – 1)

BB: 66 + 39 = 105 (66 + 30 + 4 + 5)

66

G:

L:

12 444443 44444

1 244444 344444

1 244444 344444

27

66

?

Lesson Plan 51



Introductory discussion

Keep to time limit

Ps mark own (or neighbour's)work and count numbercorrect out of 18.

How many had all correct?(More than 15? Less than 10?)

Praising only

Self-correction


Introductory discussion toencourage Ps to notice patternswhich might help them

Ask several Ps what theynotice

Praise creativity

At a good pace

If problems, write on BB anduse demonstration (coins. etc)or show on class number line



Activity Notes

Bk2 Lesson Plan

52

1 Finding the rule

Put your hand up when you have worked out the rule I am using.

T asks Ps for a number, e.g. '50'', T says '66'; P says '13', T says '29',etc. until a P puts hand up. T checks that P knows rule by saying anumber and P must say matching number using the rule (but withouttelling the rule to rest of class). Continue until most of class haveworked it out. (In each pair: 2nd number is 16 more than 1st number,i.e. + 16). Repeat for other rules if Ps solve it quickly.

5 min

2 Sequences

Let's start at 0 (1, 2) and count forward in '7's: '0, 7, 14, . . ., 98, (105)

Ps call out if someone makes a mistake. Check on class number line.

10 min


Read Draw the coins I have left in my purse. Fill in the missingnumbers.

This is how much I had in my purse. T sticks cut-out coins on enlargedcopy master (20, 10, 5) A, come and write in how many pence I have.(35) Who agrees?

a) I added this (T sticks on a '20 p' coin in top rectangle) to my purse.B, come and write in how many pence I added altogether. (20)

C, come and stick on all the coins I have in my purse now.(20, 20, 10, 5) How many pence do I have altogether? (55)Who agrees? Who thinks something else? Let's check. (BB)

Draw the coins in your their books and write in the missing numbers..

b) and c) done as individual work if T thinks Ps understand, or continueas whole class activity. Point out that d) to f) are subtractions, i.e. themoney shown is taken out of the purse.

(Ensure that Ps realise that each part starts again with 35 p in the purse.)

Review at BB with whole class. Demonstrate with cut-out coins as ina) if there are problems.

18 min

4 Book 2, page 52

Q.2 Read: Do the calculations and fill in the missing numbers.

Deal with one part at a time. Let's read the inequality together.e.g. a) 'Forty-eight plus twenty-two is eight less than something.'

Write the result above the addition (subtraction) first and thenwrite in the missing number. Use your number lines to help you.

Review at BB with whole class. Discuss methods of calculation(e.g. 48 + 22 = 48 + 20 + 2 = 70 or 48 + 22 = 48 + 2 + 20 = 70)

If there is disagreement, check on class number line.

Ask individual Ps to read completed inequalities from left toright and from right to left.

24 min

5 Interlude




E: Crossing tens. Logic puzzle

Whole class activityAt speed. Involve several Ps

Praising

Ps can think of a rule too(paired work in asking/replying for rest of class toguess the rule)


In relay round class at speed

Correcting. Praising


Use blank enlarged copymaster or OHP, with cut-outcoins (or as diagram in Book 2)

Demonstration

Ps write numbers in their bookstoo

BB: a) 35 + 20 = 55

b) 35 + 5 + 2 = 42

c) 35 + 20 + 5 + 2 = 62

d) 35 – 20 = 15

e) 35 – 5 – 2 = 28

f) 35 – 20 – 5 – 2 = 8


Agreement, checking praising

Demonstration if necessary

Individual work but class kepttogether, monitored, helped


BB: a) 48 + 22 < 78

b) 87 – 26 < 75

c) 34 < 90 –�47

d) 58 < 48 + 35

e) 52 + 19 < 84

f) 77 – 34 < 59

Whole class

870

6114

943

7113

16

2583

43



Activity Notes

Bk2 Lesson Plan 52



Discussion, demonstration

BB:




(Inverse of question in a)

Discussion, agreement,demonstration on number line

Involve several Ps

BB:


+ 2846

+ 20 +

+ 8 +5 4

2 0

7 4

6 68

Extension




BB: S > K, K < S

K = S – 37

S = K + 37

37 = S – K

Praising

37 37

6 Book 2, page 52

Q.3 Read: Study the jumps along the number line.Fill in the missing numbers.

a) What has the diagram below to do with the jumps along thenumber line? F, come and explain to us. Who agrees? (Elicitthat the jumps start from 46 and are done in 3 ways (1 largejump: + 28; 1 small jump: + 8, followed by a medium jump: + 20);1 medium jump: + 20, followed by a small jump: but end upat the same number.

Pupils write start, landing and finish numbers below number line,then fill in the missing numbers in the digram.

Review at BB with whole class. Mistakes corrected. Ask Pswhich method was the easiest for them. Why?

b) What do you notice about this picture? (starts at 74 and arrowspoint in opposite direction, jumps are the same size as before butare moving back instead of forward along the number line).

Ps come out to fill in the missing numbers. Class agrees/disagrees.

32 min


Read: Kate has 37 fewer books than Suzie has. Complete the tableand the equations.

Which row shows Suzie's (Kate's) books? (Ps come out to point.)What is the rule? (In words only) Ps come our one at a time to fill inthe numbers in the table. Class agrees/disagree.

X, come and write the rule for Kate. Who agrees? Who can come andwrite it in a different way? etc. Let's check.

Who can think of other numbers of books which Suzie and Kate couldhave but are not in the table?

Or done as individual work, monitored and reviewed with whole class.

40 min

8 Logic puzzle

Look carefully at these diagrams. The number in each rectangle isequal to the sum of the two numbers directly below it. All the numbersalong a row are equal. There are different numbers in different rows.

BB:

45 min

72 88 96

Whole class (or group) activity


Ps to BB to fill in numbers andexplain reasoning


Discuss:• 'half', 'quarter', 'eighth'• '2 times', '4 times', '8 times'

(9)(18)

(36)(22)

(44)

(11) (12)(24)

(48)

40 50 60 70 80

– 28 74

– 8

– – 20

–

– 28 74

– 8

– – 20

–

5 4

6 62 0

4 6

8



Activity Notes

Bk2 Lesson Plan


C: Measurement: estimation and units up to 1 metre (100 cm)

E: More than 1 metre

1 Measuring length with steps

Let's measure the length of the classroom. How many steps long is it?

T asks 2 different Ps to count the number of steps they take from onewall to the opposite one and writes it on the BB. T does the same.

BB: e.g. Johnny: 10 steps < length < 11 steps

Sue: 11 steps < length < 12 steps

Teacher: 6 steps < length < 7 steps

Why are the number of steps different? Who is correct? Why is thenumber of T's steps less than Sue's? (More steps if step is smaller,fewer steps if step is larger.) Is this a good way to measure length?(No, because everyone has a different length of step, so we need ameasure which will always be the same.) (BB: standard units)

Who can tell me a standard unit to measure length?

6 min

2 Measuring length with m and cmT has various measuring instruments on table at front of class.Ps come out to choose the ones which could be used to measure length.

Let's measure the classroom with the metre stick. (Two Ps with T's help)

BB: e.g. 6 metres < length < 7 metres

Repeat using measuring tape (cm).

BB: e.g. 5 m 30 cm < length < 5 m 31 cm

What is different about the measuring tape compared with the metrestick? (flexible; divided into smaller units (cm) so more accurate; all inone length, so again more accurate, etc.)

Who knows how many cm are in 1 metre? Let's check. Two Ps measuremetre stick with measuring tape. T writes it on BB, Ps in Ex. Bks.

15 min

3 Measuring with cm

Ps choose something (small) to measure with rulers (in cm) and writemeasurement in their Ex. Bks (as above). T reminds Ps how to userulers accurately (with the 'tick' for 'zero' on the edge of what they aremeasuring and the ruler kept straight).

e.g. length/width of their books, desk, pencils, plastic boxes, rods,tubes, etc.

T asks Ps to come and write some measurements on BB.

BB: e.g. PbY2a : width: 20 cm < length < 21 cm length: 29 cm < length < 30 cm

20 min

4 Book 2, page 53

Q.1 Read: Join up each measurement to a suitable length.

Talk about the pictures and their relative size in real life.Which of the lengths is smallest (biggest)? (50 cm, 8 m)Which measurement in real life would be smallest (biggest)?


24 min

5 Interlude

Action song 26 min


Choose Ps who areobviously different in size

Class keeps count

Ps write measurements inEx. Bks too

Discussion involvingseveral Ps.

Agreement on need for sameunit of measurement

BB: standard units: m, cm


(e.g. clock, metre stick, scales,measuring jug, measuring tape,ruler, thermometer, jug)

Class keeps count of metresPs write in Ex. Bks too

Ps write in Ex. Bks too

Discussion. Involve several Ps.T repeats vague statementsaccurately.

BB: 1 m = 100 cm

Ps have rulers on desks

Individual (or paired) work

Monitored, helped

Demonstration

T chooses Ps who havemeasured accurately

Comparison of measurementsof same items. Checking

Praising




Discussion, agreement,demonstration

Self-correction. Praising

Discuss real/represented sizes.



Activity Notes

Bk2

P1

P2 P3

T

Ps each have ruler on desk

Individual work, monitored,helped, corrected. Praising

(Ps can swop Ex.Bks. to confirmaccuracy of drawings.)

6 Book 2, page 53

Q.2 Read: The length of a yellow strip is 5 cm.

What is the total length of:

a) 2 yellow strips

b) 4 yellow strips

c) 8 yellow stips?

Ps first colour the strip yellow and check its length (or lay 5 cmCuisenaire rods or 5 cm strips of yellow paper on desks).

Deal with one part at a time. Review at BB with whole class.

One P comes out to write addition, another the multiplication.Class agrees/disagrees. Mistakes corrected.

(Preparation for multiplication)

Is the yellow stip on the large picture the same as the one inyour book? (Similar shape but not the same size – enlarged.)

33 min

7 Estimating

T asks 3 Ps to front of class to stand in certain positions, e.g.T stands near one of Ps? Who is nearest me?Who is next nearest? etc. (Ask several Ps)

Ask 2 more Ps to come out to confirm by measuring.

Repeat with different Ps (or use items in the classroom). Discussdifference between estimation and actual measurement.

38 min

8 Measuring

T reminds Ps how to draw straight lines accurately (starting at the 'tick'for zero and finishing exactly at the 'tick' for the number required.)

Ps draw lines of 7 cm (13 cm, 22 cm) in Ex. Bks.

42 min

9 Book 2, page 53

Q.3 Read: Fill in the missing numbers and units.

Show cm and metre lengths. Revise number of cm in 1 metre.Deal with one part at a time. Allow 1 minute for each part.

Encourage Ps to work quickly!

Review orally round class. Mistakes corrected at number line,with Ps explaining method of solution if necessary.

45 min


Drawn on BB or use enlargedcopy master (for recordingonly)

Reasoning, checking, agreement

BB:

a) (5 + 5 = 10) cm 2 times 5 cm = 10 cm

b) (5 + 5 + 5 + 5 = 20) cm 4 times 5 cm = 20 cm

c) (5 + 5 + 5 + 5 + 5 + 5 +5 + 5) cm = 40 cm8 times 5 cm = 40 cm

Discussion


BB: e.g.

Estimated order: P1, P

3, P

2

Measured order: P3, P

1, P

2

Discussion

Lesson Plan 53

Individual work.monitored

Checking, correcting:

1 metre: 40 cm + 60 cm

80 cm + 20 cm

75 cm + 25 cm

39 cm + 61 cm

99 cm + 1 cm

50 cm: 20 cm + 30 cm

84 cm – 34 cm

8 cm + 42 cm

83 cm – 33 cm

1 cm + 49 cm



Activity Notes

Bk2 Lesson Plan

54R: Calculations

C: Measurement: Estimation and units up to 1 metre (100 cm)

E: More than1 metre

1 True or false?

T says an addition/subtraction with a true or false result. If Ps think itis true, they clap their hands once. If they think it is false, Ps put handson heads, on command. Ps who respond correctly explain to Ps whoresponded incorrectly.

5 min

2 Sequences

T starts sequences from different numbers and Ps continue in relayround class: counting forward/back by 6 (7, 8)

10 min

3 Book 2, page 54

Q.1 Read: Do the subtractions. Check them with an addition anda subtraction. Follow the pattern.

T explains task using part a) on BB and pointing out the patternof numbers. Class reads the 3 equations in unison.


15 min

4 Book 2, page 54


What is the total length of 5 strips if:

a) each strip is 4 cm longb) each strip is 8 cm long?

Deal with one part at a time.

a) Ps check length of strip in their books (or lay 4 cmCuisenaire rods or strips of card end-to-end on desks) thencomplete the equations. Review at BB with whole class.

One P comes out to write the addition, another themultiplication. Class agrees/disagrees. Mistakes corrected.

(Preparation for multiplication)

b) As for a) with 8 cm strips (rods).

23 min

5 Interlude

Physical exercises in time to music

25 min

6 Estimation

B comes out to demonstrate the size of his step to the class. C, howmany of B's steps do you think would cover the width of the room?

(T writes response on BB). Let's see if C is correct. B steps out fromone wall to opposite one with class keeping count. (T writes actual numberof steps in table.) Let's measure the length of B's step. (Two Ps comeout to measure in cm and write length in table.

Repeat for two more Ps who are obviously different in size.

What does the table show us about the size and number of steps? (Ifstep is bigger then fewer needed, if smaller, more needed, to cover thesame distance.)

Let's measure the actual width of the room using a tape measure.

32 min


In unison

T notes those having problems

Praising

Whole class activityAt speedClass points out wrong termsPraising


Introductory discussion


BB:

b) 47 – 23 = 24; 47 – 24 = 23;

24 + 23 = 47; etc.


Measured width of room:

P1

P2

P3

Estimated number of steps

Actualnumber of steps

NameLength of step

John 9 8 50 cm

Sarah 7 7 55 cm

Lisa 9 10 40 cm

3 m 90 cm


Table drawn on BB or useenlarged copy master/OHP

BB: e.g.



Drawn on BB or use enlargedcopy master (for recordingonly)

Reasoning, checking, agreement

BB:

a) (4 + 4 + 4 + 4 + 4 = 20) cm 5 times 4 cm = 20 cm

b) (8 + 8 + 8 + 8 + 8 = 40) cm 5 times 8 cm = 40 cm

Reasoning, checking,agreement

Praising



Activity Notes

Bk2 Lesson Plan 54


Discussion at BB

Reasoning, agreement, checking, praising

Solution:

6 cm4 cm

or

6 cm 4 cm

7 Book 2, page 54

Q.3 Read:

a) Ant and Ladybird are 10 cm away from each other.Mark where Ladybird should be on the line and draw her.

T tells Ps to make sure that the 'tick' below Ant is exactlyon the 'zero' tick of the ruler and that the ruler is straightalong the line. Ps make mark the line above the 'tick' for10 cm, then draw a ladybird above this mark (dot or 'tick').

b) They start walking towards each other and meet half-wayunder a mushroom. Mark where the mushroom should beand draw it.

D, how far will Ant and Ladybird each have to walk beforethey meet each other? (5 cm) Why do you think that?Who agrees? Who thinks something else? etc.

Does it matter which end of the line you start measuringfrom? (No, both ends are the same distance from the middle.)

Repeat instructions as in a) but Ps measuring 5 cm beforedrawing the mushroom.

c) Write in the distance they each walked. Who can come andwrite an equation about the story? Who agrees?

Draw a blade of grass 3 cm from Ant's starting point.

How many cm is the blade of grass from Ladybird's starting point?(Ps can measure or calculate.)

Show me with a number card . . . now! (7) cm

Who can write an equation about it? Who agrees?

39 min

8 Book 2, page 54

Q.4 Read: Mark where to cut a 10 cm piece of ribbon so that onepiece is 2 cm longer than the other.

Let Ps try themselves first. Ask several Ps what they think theanswer is. Discuss different methods of solution , e,g,

a) If both pieces were the shorter length, then the total lengthwould be 10 cm – 2 cm = 8 cm, and each piece would behalf of 8 cm = 4 cm (shorter piece)

b) If both pieces were the longer length, then the total lengthwould be 10 cm + 2 cm = 12 cm and each piece would behalf of 12 cm = 6 cm (longer piece)

c) If both pieces were the same length, they would each be halfof 10 cm = 5 cm. Half of the difference between them is1 cm, so the shorter piece will be 1 cm less (4 cm) and thelonger piece will be 1 cm more (6 cm).

d) List all the addition facts for 10 and choose the one wherethe two numbers have a difference of 2: 1 + 9, 2 + 8, 3 + 7,4 + 6, 5 + 5. 6 + 4, 7 + 3, 8 + 2, 9 + 1

Does it matter which way round the pieces are? (No)

45 min

Individual work but class kepttogether, monitored, helped

T demonstrates on BB orenlarged copy master or OHP(for demonstration only)

Drawing need only be rough

Ps can read the question


Drawing need only be rough

BB: 5 cm + 5 cm = 10 cm

Drawing need only be avertical line

In unison

BB: 10 cm – 3 cm = 7 cm



Activity Notes

Bk2

12 cm

Lesson Plan

55R: Calculations

C: Measurement: estimation and units up to 1 metre (100 cm)

E: Up to 100 m

1 Sequences

T starts sequences from different numbers and Ps continue in relayround class: counting forward/back by 2 (4, 8).

5 min


Let's measure the height of everyone in the class and keep a tally onthis table. (T reminds Ps what a tally is.) T makes a mark on BB orwall 1 metre from the floor.

All the Ps in the class come out one at a time to stand against thismark and T (or Ps) measure number of cm more than 1 m. P then putstally mark in correct row in table and class agrees/disagrees. P reads outthe inequality but replacing 'height' with his/her measurement as a check.

Ps first count up the tally marks and write totals at the end of the rows.T checks that everyone has the correct totals before asking individual Psto read out the questions. Deal with one question at a time. Ps writeinequality in their books. Discussion/agreement on correct answer.

20 min

3 Book 2, page 55

Q.2 Read: Measure and mark these lengths on the lines.

T tells Ps to make sure that the 'tick' for 'zero' on their ruler isexactly on the 'tick' at the beginning of each line, and that theedge of the ruler should run straight along the line.

Ps make a mark on the line above the 'tick' for 7 cm (11 cm,8 cm) and colour (thicken) the measured segment.

24 min

4 Interlude


5 Ordering lengths

T reads out some lengths and Ps write down in Ex. Bks. Ps write outlengths again in increasing order, crossing off each one as it is dealtwith. ( e.g. 3 m, 48 cm, 67 cm, half a metre, 1 m, 13 cm, 92 cm)

Review at BB with whole class. Show lengths on tape measure ifproblems.

30 min

6 Book 2, page 55


Deal with one question at a time.

Ps first write total on given side of inequality, then write in themissing number.

Review at BB with whole class. Discuss different ways ofcalculating, e.g. 43 + 29 = 43 + 20 + 7 + 2 = 72

Mistakes corrected at class number line.

Ps read out the inequalities in both directions.

35 min


(or measuring can be done ingroups, with several 1 mmarks on BB or wall)

Table drawn on BB or useenlarged copy master/OHP

Ps write own height at top ofBook 2 page as a reminder

Ps also keep a tally in theirbooks.

Discussion, reasoning,agreement, praising


BB:

13 cm < 48 cm < half a metre

< 67 cm < 92 cm < 1 m < 3 m

Discussion, agreement, checking

50 cm

100 cm 300 cm



Discussion at BB after eachquestionBB:

43 cm + 29 cm < 84 cm

59 cm + 17 cm < 51 cm

94 cm – 52 cm < 58 cm

13 cm < 86 cm – 39 cm

25 cm

16 cm

34 cm

72 cm

76 cm

42 cm

47 cm


T can demonstrate on BBwith BB ruler if necessary

Ps can swop their books tocheck measurement ofneighbour

Praising

Whole class activityAt speedClass points out errorsPraising



Activity Notes

Bk2 Lesson Plan 55

7 Book 2, page 55

Q.4 Read: Colour in the one which you think is the odd one out. Why?

What should we do first? (Write the value above each ellipse.)

Review values at BB with whole class. Mistakes corrected.

Discuss 'odd one out'. Ask several Ps what they coloured andask them to explain their reasoning to the class.

• All equal to 66 except '80 cm – 4 cm' which equals 76 cmand is a quantity of length, not a number.

(or '11 times 6' is the only multiplication).

40 min

8 Length

T holds up a 4 metre strip of ribbon (or Christmas tape or paper).Two Ps come out to check length using a tape measure or metre rule.

T (or P) cuts off a 30 cm strip from one end. How can we find outhow much is left? (Measure it or do a subtraction.)

G, come and write the subtraction on the BB. (Does not need to writein the answer.) Who agrees? Who thinks something else?

BB: 4 m – 30 cm = m cm

How many whole metres will be left? (3) How many cm from the 4thmetre will be left? (1 m – 30 cm = 100 cm – 30 cm = 70 cm)

43 min

9 Roman numerals

Who is clever enough to work out lengths using Roman numerals?

BB: a) XXI metres + XIX metres =

b) LXV cm – XXV cm =

Ask several Ps what they think. (There are 2 methods of solution:

• Change to Arabic numbers, do the calculation and change back toRoman numerals (as opposite).

• Do the calculations with the Roman numerals:

a) XXI + XIX = X + X + I + X + X – I = X + X + X + X + I – I

= X + X + X + X = XL

b) LXV – XXV = L + X + V – (X + X + V)

= L + X + V – X – X – V

= L + X – X + V – V – X

= L – X

= XL )

45 min


Discussion on strategies forsolution: e.g.

a) 21 m + 19 m = 40 m

40 m = XL metres

b) 65 cm – 25 cm = 40 cm

40 cm = XL cm

Praising if Ps think of howto do it (or work outcorrect answers on theirown!)

Extension

4 m

12 444443 44444

?

12 444443 44444

30 cm



Discussion at BB, involvingseveral Ps


Praising


T draws sketch on BB

BB:

Solution:

4 m – 30 cm = 3 m 70 cm

(Can check by measuringremaining strip of ribbon)

1 244444 344444



Activity Notes

Bk2Lesson Plan

56R: Calculation

C: Measurement: estimation and units up to 1 m (100 cm)

E: More than 1 metre



Praising



Agreement, checking onnumber line. Praising


a) 0, 4, 8, 12, 16, 20, 24, . . .

2, 6, 10, 14, 18, 22, 26, . . .

3, 7, 11, 15, 19, 23, 27, . .

b) 40, 36, 32, 28, 24, 20, . . .

39, 35, 31, 27, 23, 19, . . .

37, 33, 29, 25, 21, 17, . . .

Agreement, checking

Praising

Individual work, monitored,helped after initial discussion

Use enlarged copy master/OHPor real strips of paper, foldedto match the diagrams.

a) 12 cm + 12 cm = 24 cm 2 times 24 cm = 48 cm

b) 12 cm + 12 cm + 6 cm = 30 cm

2 times 30 cm = 60 cm

c) 12 cm + 12 cm + 12 cm + 4 cm = 40 cm 2 times 40 cm = 80 cm


1 Sequences

Think about what the rule is and continue this sequence:

T: 0, 7, 9, 16, 19, 25, . . . (Ps: 27, 34, 36, 43, 45, etc.)

Who can tell me the rule? Rule: (+ 7, + 2, + 7 + 2, etc.)

4 min

2 Next nearest numbers

a) T says a number, e.g. 32. Ps say the next nearest tens greater andless than the number. (30, 40)

b) T says a number, e.g. 48. Ps say the nearest ten. (50)

8 min

3 Book 2, page 56

Q.1 Read: Continue the sequences. Complete the rule.


a) Ps continue as far as they have room. Review orally withwhole class. What is the rule? (increasing by 4, or + 4)Continue the sequences orally in relay round class to 100(or as far as Ps are able).

Which number could we start at to give a different set ofnumbers but still using this rule? (e.g. 1, 5, 9, . . .)

b) As for a) but rule is ' decreasing by 4', or '– 4'. Continue thesequence orally round the class to '0' (or as far as Ps areable using the negative number line).

Which number could we start at to give a different set ofnumbers but still using this rule? (e.g. 38, 34, 30, 26, . . .)

16 min

4 Book 2, page 56

Q.2 Read: Measure each strip and calculate the total length oftwo such strips.

Deal with one part at a time. Revise how Ps should measureaccurately.

Talk about how the strips are too long to fit in one length acrossthe page, so they have been folded.

Ps should measure each folded part of a strip and write themeasurement in each part, before adding them together to givethe total length. Then they must calculate 2 times this total lengthfor each strip.

Review at BB with whole class, with Ps writing additions on BB.

22 min

5 Interlude




Activity Notes

Bk2 Lesson Plan 56

6 Book 2, page 56

Q.3 Read: How long is each line segment?Estimate first, then measure.

Deal with one part at a time. For each part:

T asks several Ps for their estimations but does not agree ordisagree with them. Ps write what they think in the table intheir books (including the units).

Ps then measure the line accurately and write length in table.

P finished first writes his/her measurements in table on BB.

Once all the lines have been estimated/measured, Ps come outto fill in the differences in the table, writing subtractions on BB.Class agrees/disagrees.

Ps write differences between own estimates and measurements intheir books.

Who estimated the same as the actual measurements for a (b, c,d, e)?

34 min

7 Estimating

T shows Ps how to draw a table (on BB) into Ex. Bks (using rulers).

BB:

Estimate:

a) the length b) the width (or height)

of your desk (or chair, etc.) and write it in your table.

Now measure the length and width with a tape measure (or rule) andwrite it in the table. Remember to include the units too!

Ps then calculate the differences.

Ps finished first help/check neighbour's work Review orally withwhole class. Who estimated close to the actual measurement?

40 min

8 Problem


Pauline has a 60 cm length of ribbon in her hair, 20 cm shorter thanthe ribbon Helen has in her hair. How many cm of ribbon does Helenhave in her hair?



Answer: Helen has an 80 cm length of ribbon in her hair.

45 min


Draw table on BB or useenlarged copy master/OHP(for recording only)

Checking, praising

Actual measurements:

a) 1 m b) 4 cm

c) 3 cm d) 6 cm

e) 2 cm

Whole class activity in fillingin the differences in the tableon BB; individual work in theirbooks

Praising


T draws table on BB, with Pscopying it into Ex. Bks

Praise careful, neat drawing

(Ps should use rulers to drawthe lines)

Ps write in estimations

Individual (paired) work inmeasuring

T monitoring, checking,correcting

Praising

Length

Width

Estimation Measurement Difference




In unison


BB: P < H, H > P

60 cm + 20 cm = 80 cm

20 cm 20 cm

12 444443 44444

20 cm60 cm

1 244444 344444

12 444443 44444

? cm

Pauline:

Helen:



Activity Notes

Bk2 Lesson Plan

57R: Calculations

C: Geometry: rectangle, square

E: The square as a special rectangle. Cuboid, cube

1 2-digit numbers

T writes the numbers 2, 3, 4, 5 on BB. Let's make 2-digit numbersfrom these digits and write them out in decreasing order. Whichnumber should we write first? (55 is biggest number because it hasthe biggest tens and units digits) What comes next? etc.

BB: 55, 54, 53, 52, 45, 44, 43, 42, 35, 34, 33, 32, 25, 24, 23, 22

How many 2-digit numbers have we written? ( 16: 4 different unitsdigits for each of the 4 different tens digits, i.e. 4 times 4)

How many could we make if we were not allowed to have the sametens and units digits? (12: 3 different units digits for each of the 4different tens digits, i.e. 3 times 4).

Let's circle the even numbers. Review orally with whole class.

5 min

2 Cubes and cuboids

T has various items on table at front of class, some of which are cuboids.(bricks, dice, plastic cups, ornaments, empty boxes, packets, tins,triangles, balls, etc). (Ps could have collected them from home.)

T holds up, e.g. a brick. Who can come and find a shape which lookslike this? Who can find another one? (T lays them out at front of table.)What can you say about these shapes? (6 flat (plane) sides (faces);opposite faces equal; faces are rectangles or squares; straight edges;square corners) These shapes are all called cuboids. (BB)

T holds up various items and asks, 'Is this a cuboid?' Ps shout 'yes' or 'no'

Is this a cuboid? (T holds up a cube). 'Yes'. Who knows what it iscalled? What is special about it? (All 6 faces are equal sized squares.)

Talk abut squares (all 4 sides equal and square corners) being specialQuadrilaterals and rectangles (opposite sides equal and squarecorners) being special quadrilaterals (4 sides, not necessarily equal),so a square is also a rectangle and a quadrilateral.

T gives each P one of the cuboids (or Ps bring in own boxes/packets)and asks them to stand different faces on a page in their Ex. Bks. andto draw round them to show what they would look like from above(the front, the side). Ps label their drawings, e.g. 'top', 'front', 'side'

15 min

3 Plane shapes

T has various plane shapes stuck to side of BB.

• T points to one and asks, 'Is it a quadrilateral?' Ps answer 'Yes' or'No'. If yes, T asks: 'Is it a rectangle?' Ps answer 'Yes' or 'No'. If yes,T asks, 'Is it a square?' etc.

• T points to a shape and Ps say whether it is a square, rectangle,quadrilateral or none of them. If none, what shape is it? (e.g. triangle)

20 min

4 Book 2, page 57

Q.1 Read: a) Colour blue the quadrilaterals which are rectangles.b) Colour in red the rectangles which are squares.

T tells Ps to draw a large red or blue dot in the shapes.Review at BB with whole class. What do you notice about thesquares? (They all have blue and red dots.) Discuss as opposite.

25 min


Encourage Ps to dictate thenumbers in logical order

T writes responses on BB

Ps also write in Ex. Bks.


P at BB and Ps in Ex. Bks.


Involve several PsClass agrees/disagrees

T gives hints if necessary

BB: Cuboid

In unison

BB: Cube

BB: Quadrilaterals Square Rectangle

TopFront

Side

Individual work, monitored,helped. Praising

e.g. Cuboid


Copy master, enlarged,coloured and shapes cut out.

Ps answer in unison orindividually

Class agrees/disagrees

Praising



Discuss: All squares are rectanglesbut not all rectangles are squares;all rectangles are quadrilaterals butnot all quadrilaterals are rectangles.

Discussion, agreement, checking



Activity Notes

Bk2 Lesson Plan 57

5 Interlude

Physical exercises 27 min


Read: Rabbit is sitting at one side of a rectangular field.

How do we know it is rectangular? (4 sides, opposite sides equal,square corners) Talk about the animals in the picture.

a) Read: Which animal is sitting on the opposite side of the field?

P comes out to point. Class agrees/disagrees. (Frog)

b) Read: Which animals are sitting on the sides of the field adjacentto Rabbit's side?

T explains what 'adjacent' means (next to, adjoining). P comes outto point. Class agreess/disagrees. (hedgehog, bird)

T draws a large square on BB. A, draw a cross on 2 opposite sidesof the square. Is A correct? B, draw a circle on 2 adjacent sides ofthe square. Is B correct?

Or demonstrate with Ps at front of class. Who is standing opposite(adjacent to) C? etc.

32 min

7 Book 2, page 57

Q.1 Read:

a) Colour yellow the quadrilaterals which can be foldedin half so that the two halves cover each other exactly.

Ps have shapes from copy master (copied onto colouredpaper and cut out) to fold before deciding on which shapeto colour in their books.

Review at BB with whole class.

b) Draw in the fold lines. Try to find different fold lines.

Ps come out to demonstrate (or T demonstrates) the foldingbefore drawing in the fold line (2 ways: edge to opposite edgeor corner (vertex) to opposite corner. Class agrees/disagrees.

Discuss the different ways certain shapes can be folded intotwo halves:

squares: 4 waysrectangles: 2 ways.

40 min

8 Book 2, page 57

Q.3 Read:

a) Colour red the vertex opposite the black one.

b) Colour green the vertices adjacent to the black one.

Deal with one part at a time. Review at BB with whole class.

• Draw in the fold lines. (a rectangle has 2)

Review with whole class.

T asks Ps still having difficulty to stand in the corner (at the side)of the room opposite (adjacent to) the side (corner) where . . . is.

45 min





Ps read the questions

Agreement, praising

Consolidation if necessary

'Adjacent' Ps join hands



(Or stick large cut-out shapeson BB so that they can be takendown to demonstrate folding,then stuck back on BB andfold lines drawn over.)


Demonstration, agreement,checking

Ps find shape in their booksand draw in all the fold lines(using rulers if possible)

Praising


Drawn on BB

Discussion, agreement,checking with large rectangle

Praising

Demonstration, consolidation

BB:



Activity Notes

Bk2 Lesson Plan

58R: Calculation


E: Creative and combinatoric problems

1 Mental Practice

T says a number (up to 100). Ps say number which is 8 less.

(or Ps show numbers with number cards in unison on command)

4 min

2 Chain calculations

Close your eyes, listen very carefully and do each calculation in yourhead. Nod your heads when you have done each part. Show me thefinal answer with number cards when I say.

T: e.g. '17 + 3 . . . + 20 . . . – 5 . . . + 35 . . . + 11'

Show me the answer with number cards . . . now! (81)

Ps who respond incorrectly work through the chain again orally.

7 min

3 Book 2, page 58

Q.1 Read: Find the rule and complete the table.Write the rule in different ways.

Look carefully at the first 3 columns already done. What couldthe rule be? (Ps agree on one form of rule, even if it has beenexpressed only in words. e.g. add the numbers in the first andsecond rows to give the numbers in the 3rd row.)

Let's use this rule to complete the table.


A, come and write the rule in a mathematical way. Who agrees?Who can write it in a different way? etc. Let's check.

Who can think of other values which are not in the table?

15 min


T has lots of squares, triangles and circles (cut out from colouredpaper, or use number cards, or draw on BB). I am going to start asequence and we'll see who is clever enough to continue it!

T draws (or sticks ) shapes on BB as part a) in Book 2.Ps suggest possible ways to continue the sequence (saying the namesof the shapes) and stick (or draw) on BB. Class agrees/disagrees.

Let's start the sequence again. Who can continue it in a different way?Who agrees? Who thinks something else?e.g.

23 min

5 Interlude

Action song

25 min



Mistakes corrected at numberline


Develops mental andconcentration skills

T moves on when majority ofPs nod their heads

In unison

Class corrects mistakes




BB: = +

= –

= –

PraisingExtension


Involve several Ps

Encourage creativity (anycontinuation would becorrect mathematically)

Praise all contributions

Ps can draw other sequencesin their books too

(or done as individual work,monitored and reviewedwith whole class)

a) ( .....)

b) ( .....)

( .....)

( .....)




Activity Notes

Bk2 Lesson Plan 58

Individual work, monitored,helped, corrected



Encourage Ps to notice thingsabout the shapes themselves

Praise any contribution

BB: parallel lines

parallelogram

rhombus

Extension

a) b) c)

Rectangles: . . . . . .

Squares: . . . . . .

Rectangles: . . . . . .

Squares: . . . . . .

Rectangles: . . . .

Squares: . . .

31

61

95


Ps should ask logicalquestions

Praise creativity



Debate involving several Ps


Encourages creativity andlogical thinking

6 Book 2, page 58

Q.3 Read: Draw over the equal sides of each quadrilateral inthe same colour.

If you are not sure which sides are equal, measure them withyour rulers.


• Which shapes have all 4 sides equal (i.e. equilateral)? (1, 3)

• Which shapes are rectangles? (1, 2)

• What kind of shape is '1'? (square)

T mentions other mathematical names (only to familiarise Pswith the names, but not for Ps to learn them)e.g.• 3 and 5 are parallelograms (2 pairs of parallel sides);

(straight lines are parallel if they are the same distance apartat all points, however long they are extended). Demonstrate on BB.

Which of the other shapes is also a parallelogram? (1, 2)

• 3 is also a rhombus ( 4 equal sides, 2 pairs of parallel lines)

Which of the other shapes is also a rhombus? (1)

30 min

7 Book 2, page 58

Q.4 Read: Draw in the two missing sides of each quadrilateral toform a rectangle.

T revises properties of rectangles (4 sides, opposite sides equal,square corners, opposite sides parallel)

Ps should use rulers to draw the lines (if possible) and shouldcount the grid squares to check the lengths.

Review at BB with whole class. Ps come out to demonstrate.

What did you notice about any of the rectangles? e.g.

• 2nd, 4th and 5th from left are also squares (Ps colour them ingreen);

• sides of rectangles 1st and 2nd from left are on the grid lines;

• in the 3rd from left, the shorter side is half the length of thelonger side (the longer side is twice as long as the shorter)

35 min

8 Rectangles and squares

Look carefully at these diagrams. How many squares are and rectanglesare there in each? BB:

Deal with one partat a time.

Ps come out to pointto rectangles/squaresand class keeps count.

T writes totals on BB. 40 min

9 Secret shapes

T thinks of a shape. Ps find out what it is by asking T questions.T can answer only 'yes' or 'no'.

45 min

Individual trial first

Monitored, helped, corrected


Demonstration/discussion atBB

Involve several Ps

Ps colouring in their books

Checking agreement

Praising



Activity Notes

Bk2 Lesson Plan

59R: Calculations


E: Number puzzle


Written on BB or useenlarged copy master orOHP

At a good pace


Praising

19 + 19

27 + 15

28 + 28

36 + 16

39 + 25

18 + 26

43 + 19

42

38

64

52

56

62

44

100 –�62

88 – 24

53 – 11

43 + 9

70 – 26

25 + 31

90 – 28

1

2

BB:

Ps come to BB to choose a calculation and join up to matchingnumber, explaining reasoning to class. Class agrees/disagrees.

12 min

3 Book 2, page 59

Q.1 Read: Draw over the equal sides of the rectangles in thesame colour.

Write down the numbers of those rectangles whichare also squares.

Review at BB with whole class. (2 rectangles have all sidesequal and are therefore squares: 3 and 7)

• How many grid squares (unit squares) are covered by eachrectangle (i.e. what is the area of each rectangle)?Ps count squares and write total in middle of rectangles.Let's check. (BB) T writes number of columns timesnumber of squares in each column.

• Which rectangles have an area less than (equal to, morethan) 9 unit squares?

(1, 2, 3, 6 < 9 < 12, 15)

19 min

4 Book 2, page 59

Q.2 Read: Complete each drawing to make a rectangle.


• How many of the rectangles are also squares? (1)

• What do you notice about the 1st and 3rd rectangles? (drawnon grid lines; equal area: 4 times 3 = 3 times 4 = 12 unit squares)

24 min


Ps use rulers to draw lines

Discussion, checking, praising

(N.B. Not true if a P alsoextends longer given sides)




BB: Area

1: 5 times 3 = 15 unit squares2: 4 times 3 = 12 unit squares3: 3 times 3 = 9 unit squares4: 2 times 3 = 6 unit squares5: 1 times 3 = 3 unit squares6: 1 times 2 = 2 unit squares7: 1 times 1 = 1 unit square

Praising


T hints where to start (gonext)

Encourage logical thinking


Solution: yellow = 10pink = 20green = 30blue = 40orange = 50

(www.cimt.org.uk/projects/mepres/primary/ohptrans/trans13.pdf)

OHP Transparency 6

T explains puzzle. In each row or column, the arrowed number shows the sum of the numbers following. Each colour represents a whole ten.

Where would be easiest to start? (1st row as all the numbers are the same.) How many numbers are in the row? (10) So what number added to itself 10 times equals 100? (10) Let's check on the number line. T (or P) writes '10' in every yellow rectangle.

Where would be next easiest to work out? (Last column, as only one unknown number.) All the 7 '10's added together equal 70, so what must the green rectangle equal? ( 100 – 70 = 30) T (or P) writes '30' in every green rectangle.

Continue in this way until all numbers are found.

6 min

Matching values

Let's join up these additions and subtractions to the matching values.



Activity Notes

Bk2

Whole class resting

25

10

10 154

6

14 21 35



(Preparation for area)

Demonstration of 1 square cm,1 square metre drawn on BB(or show pieces of paper)

Discuss the fact that differentshapes can cover the same area

5 Interlude

Relaxation with music playing 26min

6 Book 2, page 59

Q.3 Read: How many rectangles can you see on this figure?Draw each of them again on the grid.Colour the squares blue.

Think about this carefully! (Ps could each have a 1 cm gridsheet to draw on, with more space to draw diagrams, as it isdifficult to fit all the rectangles on the grid given in Book 2.)


Ask several Ps for total number of rectangles. P who has '9'comes out to demonstrate to class. (If no one, T shows them.)

What is the area of each of the 9 rectangles? (Ps count andwrite numbers in middle of rectangles.) Let's check (BB).

Review orally round class, with T pointing to rectangles and Pssaying, e.g. 'The area is 25 unit squares'.

Solution: (showing area of each rectangle in unit squares)

36 min

7 Book 2, page 59

Q.4 Read: How many squares can you cover each shape with?

Ps can either have 1 cm squares to stick on diagrams or userulers to draw 1 cm squares (dots already on sides of diagramsat 1 cm intervals to help).

Discuss size of unit squares in this question compared with unitsquares in previous question (bigger in this question) and howstandard units are used to measure area (e.g. square cm, squaremetre) if an exact measurement is needed.

BB: a) 5 unit squares b) 8 unit squares

c) 11 unit squares d) 8 unit squares

42 min

8 Perimeter

Let's count the length of the line around the edge of each of thediagrams in Q.4 (perimeter). Let's make the side of a unit square theunit length.

Discuss the fact that the diagrams are bigger than in Ps' books so unitlength is bigger too.

T points to each unit length in turn. Class keeps count. T writes totallength on BB.

45 min

Lesson Plan 59

Individual trial, monitored,helped, corrected


Ps each have enlarged sheetof copy master


BB:

2 Squares:

5 times 5 = 25 unit squares


7 other rectangles:










BB: Perimeter

a) 12 units b) 14 units

c) 16 units d) 14 units




Activity Notes

Bk2 Lesson Plan

60R: Calculations

C: Geometry: rectangle and square

E: Area, proportion/ratio



BB: = 7

= 30

= 25

= 9

Discussion, reasoning,checking, agreement

Praising

1 Secret numbers

I am thinking of a number. You must find out what it is by asking mequestions. I can answer only 'Yes' or 'No'. Pay attention to all thequestions and answers so that you do not repeat a question.

e.g. Is it more than 50? Is the tens digit even? Is the units digit lessthan 5? etc.

5 min

2 Missing numbers

We have to fill in the missing numbers. The same shape stands for thesame number.

BB: + + + 4 = 25

+ + 5 = 65

+ + 3 = 53

+ + + 13 = 40

Discuss strategy for solution. (e.g. + = 53 – 3 = 50) Ps come toBB to fill in numbers and explain reasoning. Class agrees/disagrees.

10 min


Read: List the numbers which make the statements true.

a) Let's all read the inequality starting at the triangle: 'The triangle ismore than forty plus thirty-three and the triangle is less than onehundred minus twenty-three'.

What should we do first? (Work out the addition on LHS and thesubtraction on the RHS.) Two Ps come to BB to write 73 and 77above the addition/subtraction.

A, come and point to 73 with your left hand and 77 with yourright hand on the number line. Read out the numbers the trianglecould be. A: '74, 75, 76' T (or P) writes them on BB.

Is A correct? Who thinks something else? Let's check. etc.

b) Let's all read this inequality starting in the middle: 'eighty plus thecircle is more than eighty-seven minus 4, and eighty plus thecircle is is less than ninety-two minus five'

Let's work out the subtractions first. (Two Ps come to BB to write83 and 87 above subtractions.)

B, come and point to 83 with your left hand and 87 with yourright hand on the number line. Read out the numbers in between.B: '84, 85, 86'

Are these the numbers that the circle could be? (No, these are thenumbers that '80 + the circle could be.)

C, come and write the numbers that the circle could be. (4, 5, 6)Is C correct? Who thinks something else? Let's check. etc.

15 min


Involve several pupils

Encourage Ps to ask logicalquestions, bearing in mindwhat has gone before.

Praising



In unison, T pointing to terms



BB: 73 77a) 40 + 33 < < 100 – 23

: 74, 75, 76

In unison, T pointing to terms

83 87b) 87 – 4 < 80 + < 92 – 5

80 + : 84, 85, 86

: 4, 5, 6



Praising



Activity Notes

Bk2

Individual work, monitored,helped, corrected.

Demonstration, discussion,agreement


Praise creativity

(Any solutions with12 squares shaded is valid.)

Lesson Plan 60

4 Book 2, page 60

Q.2 Read: Find different ways to colour half of the rectangles.

Elicit that all the rectangles are the same and have an area of4 times 6 = 24 unit squares, so half of each rectangle will havean area of 12 unit squares.

Review at BB with whole class. Ps come out to show one oftheir ways. Class checks that it is valid. Who did it anotherway? etc. Possible solutions shown below, but many more.

e.g.

23 min

5 Interlude

Action song 25 min

6 Making shapes

Ps have 2 rectangular pieces of paper on desks (one is a square). Psfold the rectangle through diagonal corners and cut along the fold line.

Find different ways e.g.of joining thetwo pieces to makeother shapes.

Repeat with the square.

30 min

7 Book 2, page 60

Q.3 Read: Two rectangles were cut into 2 pieces and thesetriangles were made from them.Draw the original rectangles.

T explains task. Ps can use the shapes from the previousactivity to help them. (Ps first decide which are the sides andwhich is the diagonal.) Review with whole class.

(Solution: a) 3 by 4 rectangle b) 3 by 3 square)

35 min

8 Book 2, page 60

Q.4 Read: The two triangles were made from the rectanglewhich had been cut into two pieces.Continue the colouring.

Elicit that the area of the rectangle is 6 by 4 = 24 unit squareswhich have been shaded alternately (like a 'noughts and crosses'board). The rectangle has been cut into two halves actoss a diagonal.(If problems, Ps can draw in a diagonal of the rectangle first.)

40 min

9 Book 2, page 60

Q.5 Read: An octagon has 8 sides. Draw an octagon.Revise names of shapes which have 3, 4, 5, 6 sides and if all theirsides are equal (equilateral), the shape is called regular.

45 min



Demonstration, checking

T chooses Ps to show thedifferent shapes they havemade to the whole class.

Praise creativity


Use enlarged copy master orOHP to demonstrate solution


Praising


(Octagon need not be regular)

Whole class discussion (e.g. asquare is a regular quadrilateral)

Individual trial, monitored,helped, corrected.

Demonstration at BB usingenlarged copy master or OHP

Check with enlarged rectangle,cut in half across a diagonaland pieces arranged as inBook 2.



Activity Notes

Bk2 Lesson Plan

61R: Calculations. Shapes

C: Capacity: litres

E: Centilitres

1 Shape sets

T has various shapes stuck to BB:

Let's put them into 3 groups. Ps come out to rearrange shapes into 3sets and explain reasoning behind choice. Class agrees/disagrees.Who can think of another way to group them?

(e.g. triangles, rectangles, others; curved lines, straight lines, both)

5 min

2 Book 2, page 61

Q.1 Read: Join up the equal numbers.

What should we do first? (Write the values above/below eachsubtraction). Encourage Ps to draw short, neat joining lines.

Review at BB with whole class. Ask some Ps to explain howthey did the calculations. ( e.g. 87 – 29 = 87 – 20 – 7 – 2 = 58)

Solution:

What did you notice? (The same shapes have the same values).

10 min

3 Measuring capacity

T revises meaning of capacity (how much liquid something can hold).

. T has 2 different sized glasses, 2 equal sized jugs (e.g. 500 ml) and abucket of water at front of class. T checks that each jug holds the same.

a) A and B come out to choose a glass and fill their jug with water.Another 2 Ps keep a tally on BB of the number of glasses needed.How many glasses did A use? How many glasses did B use?Who had the smallest glass? Who filled the jug with more glassesof water?

Discuss glasses as being non-standard measures (as not all glasses thesame size). What is a standard unit for measuring capacity? (litre)

b) T holds up a 1 litre jug and a 1 centilitre measuring spoon (e.g.spoon use when taking medicine). T (or Ps in relay) fills the litrejug with 1 cl spoonfuls of water while class keeps count. (100)T writes on BB and Ps in Ex.Bks.

(Mention that 1 cl is 1 hundredth of a litre.)

18 min

4 Book 2, page 61

Q.2 Read: Draw arrows towards the container which holds more water.

Talk about the containers first, when they might be used andwhat liquid they might hold.

Let Ps try drawing arrows first, then review at BB with wholeclass. (Encourage short, neat lines and done in a logical order.)

Which container holds most (least) liquid? (barrrel, spoon)

23 min


Copy master enlarged andcut out

Done at a good pace

Ask several Ps what theythink


92 – 56 54 – 37

65 – 48 84 – 26

87 – 29

72 – 36

55 – 39

43 – 27

36

36

17

17 58

58

16

16

Individual work. monitored



(8 subtractions: 4 pairs)

Discuss names of shapes too

(rectangle, semi-circle, ellipse)


(Inverse proportion)

BB: TallyA B

e.g. | | | | | | | | | 6 4

BB:

Bigger glass → less times

Smaller glass → more times

Talk about when very smallmeasures of liquid needed

BB:

1 litre = 100 centilitres (cl)

Individual trial, monitored

Initial whole-class discussion


Agreement, checking praising

Self-correction



Activity Notes

Bk2 Lesson Plan 61

Whole class in unison5 Interlude


6 Book 2, page 61

Q.3 Read: Join up each measure to a suitable container.

Talk about thepictures first. (6 containers: barrel, bucket,plate, spoon, glass, jug) Which is the biggest (smallest)?

Let's all read the measures of capacity together: 'fifty centilitres,ten litres, two centilitres, one hundred litres, two litres, twentycentilitres' How many are there? (6) Which is the biggest(smallest) measure? (100 litres, 2 cl)

After individual trial, review at BB with whole class.

BB:

30 min

7 Ordering measures of capacity

T calls out 8 Ps to front of class and gives each of them a card (inrandom order) on which there is a measure of capacity. Let's put themin order, starting with the smallest. (Class decides who stands where.)

e.g. 3 litres, 2 litres, 40 cl, 10 litres, 3 litres 20 cl, 1 litre 80 cl,

2 litres 60 cl, 5 litres 5 cl

rearranged in increasing order to:

40 cl < 1 litre 80 cl < 2 litres < 2 litres 60 cl < 3 litres <3 litres 20 cl < 5 litres 5 cl < 10 litres

36 min

8 Book 2, page 61

Q.4 Read: Fill in the missing numbers and standard units.

Remind Ps that 1 litre = 100 cl. Deal with one part at a time.

Review orally round class (with Ps saying unit of measure too).Mistakes corrected (Relate to 0 to 100 on class number line.)

42 min

9 Quantities

I will say a quantity of water. You must tell me by saying 'Yes' or 'No'whether a 5 litre (BB) capacity bucket. can hold it without any waterspilling out.

T: e.g. 4 litres, 30 cl, 50 cl, 6 litres 20 cl, 7 litres 60 cl, 8 litres,

40 cl, 3 litres 90 cl, 2 litres 60 cl, 1 litre 30 cl, 30 cl, etc.

45 min


Use enlarged copy master orOHP (LP 76/6a)

or containers /measures cut outfrom enlarged copy master andand stuck to BB (LP 76/6b)

Discussion, agreement, self-correcting, praising

(Or done as whole classactivity, with containers andmeasures cut out from enlargedcopy master and stuck to BB.

Ps come out to pair them up orput both sets in order fromsmallest to largest.)50 cl 10 litres 2 litres100 litres 20 cl2 cl


Use copy master, enlarged andcut out


Cards can be muddled upagain and new Ps come out tobe rearranged in decreasingorder

Class (or individual Ps) readmeasures aloud in unison

Individual work. monitored,helped

Discussion, reasoning,agreement

Done on BB if problems



BB: 5 litres

Class points out errors.

Ps can say the measures too.



Activity Notes

Bk2 Lesson Plan

62R: Addition, subtraction

C: Capacity: litres and centilitres

E: Logic values: true or false


At speed, in relay round class

Note Ps having difficultyPraising


(or Ps draw red/yellow /blue dots)

T has BB already prepared (oruse enlarged copy master)

Done at a good pace


Solution:

Yellow: 70 – 28 = 4215 + 27 = 42

Red: 93 + 5 = 9888 + 7 = 95

Blue: 21 + 16 = 3750 – 24 = 26

None: 38 + 6 = 4467 – 27 = 4080 – 13 = 6775 – 34 = 41

93 + 5 38 + 6 21 + 16 67 – 27 50 – 24

70 – 28 88 + 7 80 –�13 75 – 34 15 + 27


Discussion, agreement,checking, self-correcting

BB:

a) 26 cl + 28 cl > 62 cl ✕

73 m – 24 m = 49 m ✓

b) 38 cm + 51 cm > 76 cm ✓

64 kg – 37 kg < 18 kg ✕

<54 cl

27 kg >

1 Sequences

a) Let's start at zero and count to 104 in '8's. (0, 8, 16, . . ., 96, 104)

b) Let's count down from 90 to zero in '6's. (90, 84, 78, . . ., 12, 6, 0)

5 min

2 Matching values

T has yellow, red and blue circles stuck to side of BB.On the BB are some additions and subtractions.

BB:

Ps come out to choose an addition/subtraction, work out the result intheir heads and stick on it:

• a yellow circle if the value is 42• a red circle if the value is more than 67• a blue circle if the value is less than 40

Who agrees? Ps write total above sums, explaining their method ofcalculation to the class.

What circle would you stick on, e.g. 80 – 13?None, because 80 – 13 = 67, which is not more than 67.

10 min

3 Book 2, page 62

Q.1 Read: If the statement is correct, put a tick in the box.If the statement is incorrect, put a cross in the box andcorrect it.

Deal with one part at a time. Ask Ps to work out LHS first andwrite result above/below addition/subtraction before decidingwhether statement is correct (true) or incorrect (false).

Review with whole class at BB. Mistakes corrected.

15 min

4 Book 2, page 62

Q.2 Read: The measuring jugs can hold 1 litre of water at the most.

How much water is in each one? Fill in the missing numbers.

Revise that 1 litre = 100 cl. Look at the 'ticks' on the side ofthe jugs. Elicit that there are 10 'ticks', each showing 10 cl. (10 times 10 = 100) Deal with one jug at a time. Ps count'ticks' in tens and write number of cl in box. (Ps can colourblue the part which is water.)


• Write above each jug how much more water it could hold.

a) 50 cl b) 80 cl c) 20 cl d) 60 cl e) 40 cl

Elicit that the water from jug b) could be use to fill up jug c)

20 min


(It would help to have amagnifying glass on hand forPs whose eyesight is poor!)


BB: a) 50 cl b) 20 cl

c) 80 cl d) 40 cl

e) 60 cl


Extension



Activity Notes

Bk2


10 cl

10 cl

7 cl

13 cl

19 cl

1 cl

6 cl

20 cl

4 cl

11 cl

3 cl

15 cl



(Rule need only be in words atthis stage)


Rule: + = 20 cl

= 20 cl –

= 20 cl –

Check with values from table.


Involve several Ps indiscussion on differentstrategies

Very difficult problem!

Praise any positivesuggestions

Critical discussion on whatPs think is 'best' way.

Practice in logical solutions tosolving problems



Gives Ps practice in sayingquantities.

5 Interlude

Physical exercises in time to music

22 min

6 Find the rule

T has table drawn (or stuck) on BB.

What is the shape in the top (bottom) row of the table? (square, triangle)What could the rule be? Look carefully at the columns already givento find a rule. Who can tell us the rule? Who agrees? Let's use thisrule to complete the table.

Ps come out one at a time to choose an empty space and write in themissing quantity, explaining reasoning to class. Class agrees/disagrees.

Who can come and write the rule in a mathematical way? Who agrees?Who can think of another way? etc. Let's check.

28 min


Read: How many 40 cl glasses can be filled from a jug holding 1 litre60 cl of lemonade?

How could we solve this? Ask several Ps what they think. e.g.

• use real jug and glasses and count the number of glassesthat can be filled;

• change 1 litre 60 cl to cl (160 cl) and count in 40's untilyou reach 160: 40 + 40 + 40 + 40 = 160);

• start with 160 cl and see how many times 40 cl can be takeaway: 160 – 40 = 120, 120 – 40 = 80, 80 – 40 = 40, 40 – 40 = 0

Ps can choose own method to do in their books.Answer: 4 glasses can be filled.

35 min


Deal with one part a t a time. Ps can use number lines to help them.

T (or Ps) read problem several times and Ps write calculation in theirbooks and answer in box. Ps show answer with number cards oncommand.Ps who answered correctly come out to BB with Ps who have respondedincorrectly to explain solution.

Calculations:a) 4 litres 60 + 70 cl = 4 litres 60 + 40 cl + 30 cl = 5 litres 30 cl

b) 3 litres 50 cl – 90 cl = 3 litres 50 cl – 50 cl – 40 cl= 3 litres – 40 cl = 2 litres 60 cl

c) 1 litre = 2 half litres. 4 litres = 2 + 2 + 2 + 2 = 4 times 2 = 8 half litres

42 min

9 Quantities

Which quantities could be written in the box to make the inequality true?

BB: 1 litre < < 1 litre 30cl : (1 litre 1 cl , . . . )

45 min

Lesson Plan 62


Ps repeat problem in ownwords

Number cards shown in unison


Ask Ps to give answers as asentence: e.g.

a) There are 5 litres 30 cl of water in the bucket now,

etc.



Activity Notes

Bk2 Lesson Plan



E: Preparation for division. Complex problem

Number of cups

Medicine(cl)

0 3 5

21 12 3

8 10

6

6

270 9 15

7 4 1

24 30

2

18

9

Extension

1 Number cards

T describes a number and Ps show it with number cards on command.

Show me the number which is:

• 46 more than 28 Show me . . . now! (74)

• 28 less than 100 Show me , , , now! (72)

• 39 less than 51 Show me . . . now! (12)

• the difference between 85 and 58 Show me . . . now! (27)

• 16 more than 64 Show me . . . now! (80)

• the sum of 57 and 43 Show me . . . now! (100)

• the sum of 46 + 16 taken away from 90Show me . . . now! (28)

5 min


T explains task (demonstrating with real medicine, a 3 cl spoon and acup if possible). Let's see what we would need to make up morecough mixture. Study the table.

Which row shows how many cups we might use? (top row)What does the bottom row show? (quantity of medicine measured incentilitres)

Ps come out, one per column, to complete the table, explainingreasoning to class. Class agrees/disagrees.

Show that, e.g. 5 cups of syrup would need:

3 cl + 3 cl + 3 cl + 3 cl + 3 cl = 5 times 3 cl = 15 cl of medicine

and that 12 cl of medicine would give

3 cl + 3 cl + 3 cl + 3 cl → 4 cups

What is the rule? (Preparation for multiplication and division)

11 min

3 Missing signs

T has BB already prepared. Which is more? Who can come and writein the missing signs?

BB:

Ps come out one after the other to write in the signs, explaining theirreasoning (with T's help). Class agrees/disagrees.

18 min

4 Book 2, page 63

Q.2 Read: Fill in the missing units.

T explains that the 'units' are units of measurement (litres or cl)Review at BB with whole class. Mistakes corrected.

23 min


Relate to Ps' own experienceswhen they have been ill

Demonstration if possible

Table drawn on BB or useenlarged copy master or OHP

Reasoning (with addition),agreement, checking, praising

BB:

Let C = Cups, M = Medicine

Rule: M = 3 times C (cl)C = one third of M



Ps read out statementsindividually and in unison


Missing signs:

a) = b) = c) <

d) > e) < f) =

Note on BB:

2 litres + 20 cl = 2 litres 20 cl

3 litres 60 cl – 1 litre 60 cl 2 litresa)

3 litres 50 cl 1 litre 80 cl + 1 litre 70 cl

2 litres 70 cl – 1 litre 10 cl 3 litres 20 cl

4 litres 70 cl 2 litres + 20 cld)

1 litre + 40 cl 5 litre 60 cl

5 litres – 30 cl 4 litres 70 clf)

e)

b)

c)


Discussion, reasoning,agreement, checking, self-correcting, praising


Ps have 2 sets of numbercards laid out on desk(with the same numbersone on top of the other)

In unison

Checking, praising

Ps responding incorrectlyare given explanation by Pwho responded correctly



Activity Notes

Bk2 Lesson Plan 63



Initial discussion





BB: a) 1 litre = 100 cl50 cl = half a litre

b) 1 metre = 100 cm half a metre = 50 cm

1 244444 344444

*


T reads slowly twice

Ps then repeat in own words

Discussion on strategies forsolution

BB:

* 1 litre = 100 cl

100 cl – 60 cl – 20 cl = 20 cl


Ps write operations in Ex. Bks.

1 litre 60 cl + 2 litres 20 cl = 3 litres 80 cl

4 litres – 3 litres 80 cl = 20 cl

4 litres – 1 litre 60 cl = 2 litres 40 cl

2 litres 40 cl – 2 litres 20 cl = 20 cl

5 Interlude


6 Book 2, page 63

Q.3 Read: Join up the quantities to the correct statement.

How many quantities are there? (2 columns, 5 in each column:2 times 5 = 10) How many statements? (2)

(Encourage Ps to work through in order and to draw neat, shortjoining lines.)

Review at BB with whole class. Ps explain reasoning and classagrees/disagrees. Mistakes corrected.

30 min


Read: Fill in the missing numbers and units.

Deal with one part at a time. Demonstrate each with real quantities ifpossible (1 litre and 50 cl jugs; 1 metre rule and 50 cm strips of paper)

Ask several Ps what they think before agreeing on a quantity andchecking it is correct.

T writes on BB, Ps in their books.

35 min

8 Problem

T repeats the problem twice and Ps write down relevant quantities intheir Ex. Bks. T asks individual Ps to repeat problem in their own words.

The pupils in Class 2A had worked hard so their teacher brought in4 litres of orange juice for them to drink at break.

The girls drank 1 litre 60 cl of orange juice and the boys drank2 litres 20 cl. How much orange juice was left?

What should we do first? Ask several Ps what they think.

• Draw a diagram.

or

• calculate the total amount of orange juice drunk and take it awayfrom 4 litres;

or

• take 1 litre 60 cl away from 4 litres and then take away 2 litres 20 cl.

Answer: 20 cl of orange juice were left.

42 min

9 Quantities

I have 2 litres 40 cl of lemonade. I have some equal sized bottles. Howmany bottles could I fill if each bottle held 10 (20, 30, 40, 60, 80) cl?

45 min

Whole class activityInvolve several PsReasoning, agreement,praising only – very difficult!

1 litre

B:G:

1 litre 1 litre60 cl

20 cl? cl

1 litre 60 cl 2 litres 20 cl

4 litres



Activity Notes

Bk2 Lesson Plan



E: Complex problems

1 Sequences

T has subtractions written (or cards stuck) to BB.

BB:

Ps come out to put in increasing order: 10, 30, 40, 60, 70, 90

What have we made? (a number sequence) What is the rule?(T writes differences between the terms on BB.)

What would be the next term? (100) Who can continue the sequence?

5 min

2 Book 2, page 64


What should you do first? (Work out the addition/subractionalready given and write result above it.) Remind Ps to calculatein steps – to whole ten and then how many more.

Let's see how quickly you can do them! Deal with one part at atime. Set a time limit for each column. Pupils sit up with armsfolded when finished.

Review orally round the whole class. Discuss mistakes madeand methods of solution.

12 min


Read: Write down a quantity (number and standard unit) which willmake the statements true and false.


a) Let's read the inequality: 'thirty centilitres plus something is lessthan thirty-nine centilitres'. What could the 'something' be?

Ps come to BB to write in quantities which are either true or false.Class agrees/disagrees. e.g. True: 0 cl to 8 cl ; False: > 8 cl

b) As above but possible quantities: True: 0 m to 6 m; False: > 6 m

18 min

4 Interlude

Action song 20 min

5 Book 2, page 64

Q.3 Read: Last week, Jack drank 3 litres 40 cl of lemonade and2 litres 60 cl of milk. How much lemonade and milkdid Jack drink last week altogether?

Let's see if you can solve the problem without any help. Drawa diagram and write an equation in your book to help you.

X, come and show us how you would do it. Who agrees? Whodid it another way? etc.

Diagram:

Answer: Last week, Jack drank 6 litres altogether.

25 min


Ps dictate the differences

T writes sequence on BB, Psin Ex Bks.

Sequence: 10, 30, 40, 60,

70, 90, . . .

Rule: + 20, + 10;

90, 100, 120, 130, 150, . . .

97 – 27 85 – 45 72 – 62 101 – 11 83 – 53

(70) (40) (10) (90) (30)

96 – 36

(60)

+20 +10 +20

Individual work, monitored,monitored, helped

Keep to time limit

Reasoning, agreement, self-correction

Ps mark number correct outof 8. Who had all correct? etc,

Praising


Written on BB or useenlarged copy master or OHP

In unison

Insist on Ps writing units ofmeasure as well as numbers


Agreement, checking

Praising



Ask one or two Ps to repeatquestion in own words

Ps suggest plans


BB: Calculation:

3 litres 40 cl + 2 litres 60 cl= 3 litres + 2 litres + 40 cl + 60 cl= 5 litres + 100 cl= 5 litres + 1 litre= 6 litres

Lemonade: 3 litres 40 cl

40 cl1 litre1 litre 1 litre1 litre 1 litre

Milk: 2 litres 60 cl

60 cl

+10

+20



Activity Notes

Bk2 Lesson Plan 64


Initial discussion




T reads out slowly andrepeats (or asks Ps torepeat) a few times

Discussion, agreement,checking, self-correcting

Praising


T explains what Ps have to do



In unison


Diagram:

6 Matching quantities

T writes 5 quantities on each side of the BB (10 in all):

BB: 36 cl 4 litres + 100 cl

52 cl 34 cl

22 cl + 12 cl 50 cl – 14 cl

5 litres 10 litres – 90 cl

9 litres 10 cl 1 litre – 48 cl

Ps copy down in Ex. Bks and then join up the equal amounts.


30 min

7 Book 2, page 64

Q.4 Read: Join up the quantities in the centre to the equal ones atthe sides.

How many quantities are there? (2 columns, 4 in each column:2 times 4 = 8) How many statements? (3)

(Encourage Ps to work through in order and to draw neat, shortjoining lines.)

Review at BB with whole class. Ps explain reasoning and classagrees/disagrees. Mistakes corrected.

35 min

8 Written exercises

T reads out additions/subtractions and Ps copy down in Ex. Bks,writing in the answer too.e.g.

a) 18 cl + 90 cl = b) 5 litres – 50 cl =

c) 2 litres 80 cl – 1 litre 30 cl = d) 76 cl – 29 cl =

e) 3 litres 30 cl – 47 cl f) 9 litres – 0 cl =

Review orally round class. Mistakes corrected at BB.

40 min

9 Problem

Ps have pieces of scrap paper already on desks.

Listen carefully and picture the story in your head.

Write your calculations/diagrams on one side of the piece of paper andwrite your answer in big letters on the other side so that I can see it. Beready to show it to me when I say.

Mum bought 3 litres of mineral water. Ann drank 30 cl, Bob drank50 cl and Liz drank 40 cl. How much mineral water was left?

Show me the answer . . . now! (1 litre 80 cl)

X, come and show us how you did it. Who agrees? Who did itanother way? etc.

BB: Ann, Bob and Liz drank: 30 cl + 50 cl + 40 cl = 120 cl

= 1 litre 20 cl

Amount left: 3 litres – 1 litre 20 cl = 2 litres – 20 cl = 1 litre 80 cl

Answer: 1 litre 80 cl of mineral water was left.

45 min

Ann

Bob

Liz

Liz

Mineral water: 3 litres

30 cl

1 litre50 cl

20 cl

20 cl

80 cl

Individual work, monitored,corrected

Encourage neat, quick work

Let's see who can finish first!

BB:

36 cl = 50 cl – 14 cl52 cl = 1 litre – 48 cl22 cl + 12 cl = 34 cl5 litres = 4 litres + 100 cl9 litres 10 cl = 10 litres – 90 cl

mep book 2: lesson plans - cimt · bk2 lesson plan 41 whole class activity written on bb or use...

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